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■♦r^fcO'*^— I ^ ■ ■> II ■■> ■ 



HAND BOOK 



of the 



Detroit Junior High 
Schools 




Published by the 

BOARD OF EDUCATION 
1916-1917 



'ohociS/ 



HAND BOOK 



of the 



Detroit Junior High 
Schools 




Published by the 

1916-1917 

i 



BOARD OF EDUCATION 






HEITMAN-GARAND CO, 

PRINTERS AND BINDERS 

72 WEST LARNED STREET 

DETROIT 



D. tt bi 



THE FUNCTION 

OF THE 

JUNIOR HIGH SCHOOL 

The junior high school is based on the assumption 
that the physiological and psychological time to enter 
upon secondary school work is at the beginning of the 
seventh grade rather than at the beginning of the ninth. 
The reasons for this assumption are coming to be more 
and more generally accepted by school administrators as 
legitimate. Briefly, these reasons may be stated as 
follows : 

Six years of work in the elementary schools have 
enabled the pupil to acquire the "tools of knowledge." 
He can write legibly, can read ordinary English under- 
standingly, and can add, subtract, multiply and divide. 
He is twelve years old. 

This is for most pupils the beginning of adolescence. 
It is the time of readjustment. New visions, new as- 
pirations and hopes spring into existence at this time 
in the child's development. Life broadens. Individual- 
ity asserts itself and conscious reasoning looms large 
on the mental horizon. Everywhere there is change. 
So in school there is need of a shift from the ordinary 
methods of procedure of the elementary school if the 
varying needs are to be met adequately. 

The function of the junior high school is to meet 
this new situation and to give the pupil a maximum 
amount of knowledge and training in a minimum of 
time. The school organization is adapted to fit the 
varying needs of the pupils by offering differentiated 
courses. Unnecessary reviews are eliminated. The 
work is new, — there is no rehash of work already gone 
over. It is vital because it is what the pupil wishes to 
do or is able to master. Given varied interests, abilities, 
and needs, there must be provided different types of 
work, and this work must be related to and interwoven 
with real life activities. 



DETROIT JUNIOR HIGH SCHOOLS 



Each subject is taught by a specialist. Each pupil 
instead of having one has as many as six or seven dif- 
ferent teachers. The departmental arrangement stim.u- 
lates better effort because the pupil feels he must satisfy 
each one of his instructors. The teaching is better since 
no teacher, no matter how versatile he ma}^ be, is able 
to teach a half dozen subjects, unrelated for the most 
part, as well as he can teach the one subject of his 
choice. The junior high schools are supplied, as a rule, 
with teachers specially chosen for their particular lines, 
and they are of superior educational qualifications and 
training. 

The junior high school economizes time. This is 
true whether the pupil is preparing for higher education 
or for some specific calling in life. If he expects to go 
to college this plan will enable him to enter irom a half 
to a full year earlier than formerly. If he must drop 
out of school he has profited by some specific training. 
He is somewhat better prepared to earn a livelihood. 

Promotion is by subject, not by grade. If a boy 
fails to pass in his language he may take it over next 
semester; he need not repeat the whole grade. This 
fact tends to lessen retardation and to hold pupils in 
school." The number leaving at the end of the eighth 
grade and at the end of the compulsory period has 
greatly diminished under the junior high plan. Pupils 
seem disposed to finish the three-year cycle before 
leaving school. Many more are ready to enter the senior 
high because transition is made easy. Articulation be- 
tween the two schools is close. Attendance in the three 
upper grades is thus also increased. 

The ultimate aim of all school work is to make good 
citizens. In order to be good citizens and to get the 
most out of life people must be useful both to them- 
selves and to others. Happiness results from doing 
something well. The peculiar province of the junior 
high school is to ofifer something which each boy and 
each girl can do well. The pupil has the opportunity 
of choosing academic work; he should so choose if his 



DETROIT JUNIOR HIGH SCHOOLS 7 

talents lie in that direction. On the other hand, there 
are many who waste their time trying" to do those thing's 
for which they are not by nature fitted. They should 
give their time to some other kind of work. That work 
may be something more definite — work of practical 
utility — commercial or industrial. At no point in the 
course, however, is the pupil denied the privilege of 
going on with higher education, no matter what kind 
of work he may have chosen. The road leading upward 
is closed to no one. Moreover no time is lost — a fact 
made possible by the flexibility and close correlation 
of courses. 

By way of summarizing it may be said that the 
reorganization resulting in the establishment of the 
junior high school, while not proving a panacea for all 
the ills of our educational system, has gone a long way 
toward the accomplishment of the following results : 

(1) Better provision is made for individual differ- 
ences, abilities, and tastes through differentiated 
courses. 

(2) Better preparation for life is provided for those 
who have to leave school early. 

(3) Opportunities are given for reforms leading to 
better teaching in the seventh and eighth grades. 

(4) Articulation between the elementary and the high 
school is closer; transition is easier. 

(5) The number of pupils eliminated from the school 
system is greatly reduced. 

(6) Time is saved for practically all students. 

(7) Retardation is reduced. 

(8) Promotion is by subject. 

(9) There is a better school spirit and greater in- 
terest in the work on the part of both pupils and 
teachers. 



DETROIT JUNIOR HIGH SCHOOLS 



THE CHOICE OF A COURSE 

The pupil upon entering the junior high school should 
consider very carefully the course of study he is to 
pursue. The choice of the right course is a matter of 
fundamental importance. Each pupil should decide de- 
liberately after having talked the matter over earnestly 
with his teachers and parents, should try to determine 
the kind of work he can do best, and should consider 
the aims of such work in reference to his probable future 
activities. The work in which he finds greatest satis- 
faction, the work in which he can excel, is, generally 
speaking, the work he should elect. 

The feeling of satisfaction that comes from the con- 
sciousness of work well done is in itself a great reward. 
School work will be worth while to any one if a feeling 
of worthy achievement can be experienced in the doing 
of that work. For some pupils this feeling arises from 
the mastery of the classics, mathematics, and the lan- 
guages. For others it will come from, or attend, the 
study of commercial subjects,— bookkeeping, typewrit- 
ing, and shorthand. Still others will find their best 
efforts to be along the line of manual training and 
household arts ; to them woodwork, mechanical drawing, 
shop work, or cooking, sewing, dressmaking, and millin- 
ery will appeal. Each one should choose to do the kind 
of work he, his teachers, and his friends think he can 
do best. 

It is necessary to choose from the standpoint of per- 
sonal preference and fitness; it is likewise advisable to 
choose with reference to one's expectations as to future 
profession, occupation, or trade. The length of time a 
pupil expects to be able to remain in school is an im- 
portant factor. Those who must leave early should 
elect a course that bears directly upon the earning of 
a livelihood. Those who have reasonable expectations 
of finishing the high school work, and possibly of going 
to college, should consider carefully the academic 
courses. 



DETROIT JUNIOR HIGH SCHOOLS 



That there is as much cultural value in doing one 
kind of work as another, provided it be well done, is a 
claim that has been made by educators for a long time. 
Evidence seems to indicate that this conviction is grow- 
ing among experts. The real test of value is in the doing. 
Good work in the industrial course is attended with as 
much dignity as good work in one of the academic 
courses. It should be recalled that no one having chosen 
the commercial or industrial course is thereby shut ofif 
from the possibility of continuing his education through 
the high school and college should the opportunity offer. 

A course once started should be continued through 
the three years of the junior high school, or until the 
cycle is completed. This is an added reason why the 
matter of careful selection should be regarded as im- 
portant. 

ADMISSION AND GRADUATION 

Pupils completing the work of the sixth grade in 
schools contiguous to a junior high school are, with the 
advice and consent of the Superintendent of Schools and 
under his direction, eligible for admission to that school. 

A student who has completed satisfactorily the work 
outlined in any one of the five courses shall, upon com- 
pleting that work, be entitled to graduation from the 
junior high school, and to a diploma which shall entitle 
him to enter the first semester of the senior high school 
or the second year of the four year high school. A 
student may have gained a maximum of twenty hours of 
credit which he is permitted to apply toward graduation 
from the senior high school. 

The advanced credit gained in the junior high school 
shall not exceed twenty hours. A student having gained 
twenty hours of advanced credit may apply those credits 
toward his one hundred twenty (120) hours of required 



10 DETROIT JUNIOR HIGH SCHOOLS 



work of the last three years of the high school. A pupil 
completing- the English course will have earned ten hours 
of advanced credit in English. A pupil completing three 
years of Latin will have earned ten hours of advanced 
credit in Latin. The same condition obtains in regard 
to the German course. A pupil taking two years work 
in Algebra will have gained five hours of advanced 
credit. Likewise any boy or girl having done satisfac- 
torily the work outlined in Manual Training or House- 
hold Arts in the above three courses will have gained 
five hours of advanced credit. 



SCHOOL RECORDS 

A record of the work done by each pupil in the junior 
high school is kept on an individual record card in the 
principal's ofifice file. It is to the interest of each pupil 
to inspect his card at regular intervals. The card shows 
both the kind of work pursued and the quality of the 
work done. Excellent work is marked 1 ; 2 indicates 
good work; a mark of 3 is fair or passing; 4 indicates 
poor or non-passing work. The record on a card, Eng- 
lish 2-J/l, indicates that the pupil to whom the card 
belongs has achieved the highest marking in his second 
semester's work in English. Latin 6-J/3 indicates that 
the pupil has passed in his last semester Latin in the 
junior high school. History 3-J/2 designates a mark of 
"Good" in the third semester of history. The letter C 
indicates a condition. The condition must be removed 
before the pupil can go on with the work of the next 
semester in the given subject. 



DETROIT JUNIOR HIGH SCHOOLS 



11 



COURSES OF STUDY 
IN THE DETROIT JUNIOR HIGH SCHOOLS 

Five courses of study are offered in the junior high 
schools. They are the English course, the German 
course, the Latin course, the Commercial course, and 
the Industrial course. Each of these courses covers 
three years of v^ork. As in other schools each year con- 
sists of two semesters of twenty weeks each. There 
are in reality therefore six grades in the junior high 
school instead of three. 

The various courses are as follows : 



ENGLISH COURSE 



rirst year 


Second year 


Third year 


English 


5 


English 


5 


English 


5 


Literature 


5 


Literature 


5 


Literature 


5 


Mathematics 


5 


Mathematics 


5 


Mathematics 


5 


(Arithmetic) 




(Algebra) 




(Algebra) 




History 


5 


History 8-B 




Manual Training 




Physical Ed. 


2 


and 
Gen'l Geog. 8-A 


5 


or 
Domestic Science 




Music 

Drawing 

Manual Training 
or 


2 

2 


Physical Ed. 

Music 

Drawing 


2 
2 

2 


and 
Domestic Art 

Physical Ed. 


4 
2 


Domestic Science 




Manual Training 








and 




or 








Domestic Art 


4 


Domestic Science 












and 
Domestic Art 


4 


ELECT ONE: 
Ancient History 
Physiography 

Drawing 5 1 
and [ 
Music 2 J 


5 
5 

7 



12 



DETROIT JUNIOR HIGH SCHOOLS 



GERMAN COURSE 



First year 


Second year 


Third year 


Literature 


5 


Literature 


5 


English 


5 


German 


5 


German 


5 


German 


5 


Mathematics 
(Arithmetic) 


5 


Mathematics 
(Algebra) 


5 


Mathematics 

(Algebra) 

Physical Ed. 


5 

2 


History 


5 


History 8-B 
and 




Manual Training 
or 




Physical Ed. 


2 


Gen'l Geog. 8-A 


5 


Domestic Science 




Music 


2 


Music 


2 


and 




Drawing 


2 


Drawing 


2 


Domestic Art 


4 


Manual Training 




Physical Ed. 


2 






or 




Manual Training 








Domestic Science 




or 








and 




Domestic Science 








Domestic Art 


4 


and 




ELECT ONE: 








Domestic Art 


4 


Literature 
Ancient History 
Physiography 
Drawing 5 1 
and \ 
Music 2 J 


5 
5 
5 

7 













LATIN COURSE 



First Year 


Second year 


Third year 


Literature 


5 


Literature 


5 


English 


6 


Latin 


5 


Latin 


5 


Latin 


5 


Mathematics 


5 


Mathematics 


5 


Mathematics 

(Algebra) 

Physical Ed. 


5 


(Arithmetic) 




Algebra) 




9. 


History 


5 


History 8-B 




Manual Training 




Physical Ed. 


2 


and 




or 




Music 


2 


Gen'l Geog. 8-A 


5 


Domestic Science 




Drawing 

Manual Training 


2 


Music 
Drawing 


2 
3 


and 
Domestic Art 


4 


or 




Physical Ed. 


2 






Domestic Science 




Manual Training 








and 




or 








Domestic Art 


4 


Domestic Science 




ELECT ONE: 








and 
Domestic Art 


4 


Literature 
Ancient History 
Physiography 
Drawing" 5 1 
and \ 
Music 2 J 


5 
5 
5 

7 



DETROIT JUNIOR HIGH SCHOOLS 



13 



COMMERCIAL COURSE 



First Year 


Second year 


Third year 


English 


5 


English 


5 


English 


5 


Literature 


5 


History 8-B 




Bookeeping 


10 


Historjr 


5 


and 




Tj^pewriting 


5 


Mathematics 


5 


Gen'l Geog. 8-A 


5 


Physical Ed. 


2 


(Arithmetic) 




Bookkeeping 


5 






Physical Ed. 


2 


Physical Ed. 


2 






Music 


9, 


Music 


2 






Drawing 


2 


Typewriting 


5 






Manual Training 




Com'l A nth. 3 
and 








or 
l^oiiicstic Science 




Pen. (Jl' Spcl. 


.^> 






and 








ELECT TWO 




DoMicslic Art 


•[ 






Literature 


5 






ELECT ONI-:: 




.Sliorthand 


r, 






Literature 


5 


Algebra 


_r, 






Manual Train. 




Manual Training 








or 




or 








Domestic Science 




Domestic Science 








and 




and 








Domestic Art 


4 


Domestic Art 


4 






- 









INDUSTRIAL COURSE 



First Year 


Second ye 


ar 




Third year 


English 


5 


English 




5 


English 


5 


Mathematics 
History 
Manual Training 


5 
5 


Mathematics 
History 8-B 

and 
Gen'l Geog. 8- 


A 


5 
5 


Mathematics 
Manual Training 

or 
Household Arts 


5 

10 


or 
Household Arts 

Drawing 


10 
5 


Manual Train. 

or 
Household Arl 


s 


10 


Drawing 
Physical Ed. 


5 

2 


Physical Ed. 
Music 


2 
2 


Drawing 
Music 
Physical Ed. 




5 

2 
2 


ELECT ONE 
Literature 
Physiography 


5 
5 



14 DETROIT JUNIOR HIGH SCHOOLS 



THE STUDY OF ENGLISH 

The parallel courses in Constructi\e English and 
Literature outlined below are based on the labors of 
the National Committee on the Reorganization of Sec- 
ondary English. This committee, which was originated 
by the National English Association at Boston in 1910, 
has its work so far completed that the United States 
Commissioner of Education is publishing a volume con- 
taining its conclusions. The scope and value of this 
work will be such that no school can afford to be with- 
out a copy. The nature of the report may be inferred 
from its table of contents, which is as foMows : (1) The 
Movement for Reorganization ; (2) The New Point of 
View ; (3) Aims and General Character of the Course ; 
(0 The Principal Activities of the Course; (5) Repre- 
senlati\'e Courses as Used in 'J'ypical Communities; ((•) 
(ieneral Reading: (7) 'J1ie Library; (^) Classroom 
i^(|uipnKut ; (9) Administrative Problems; (1(») Articu- 
lation with the Elementary School; (11) Separation of 
the Teaching of Composition and the Teaching of Lit- 
erature ; (12) Distribution of Pupils; (13) Extra Class- 
room xA.ctivities ; (14) Preparation of Teachers; (L5) 
Cooperation of Other Departments; (16) Measure of 
Attainment; (17) Economy of Time; (18) Differentia- 
tion of Courses. 

English really comprises two subjects, expression and 
appreciation, or, as they are usually described, composi- 
tion and literature. These are superficially related but 
involve radically different pedagogical methods. In the 
following course of study they are accordingly separated. 

The aim of comi)osition teaching is self-expression. 
Its subject matter is the whole body of the pupil's ideas, 
emotions, and aspirations. Its medium is the English 
language. It therefore touches life everywhere but 
touches literature only in so far as literature affords 
models of expression. In other words, the teacher of 
composition must go to life for matter, to literature for 
manner. 



DETROIT JUNIOR HIGH SCHOOLS 15 



Composition includes several subsidiary subjects, 
among them being" grammar, rhetoric, oral expression, 
written expression (which includes spelling, punctuation, 
and capitalization), business English, oratory, debating, 
typewriting, and printing. It is best taught by the fol- 
lowing cycle of processes: (1) The gathering of mate- 
rial; (2) The arrangement of material; (3) Oral compo- 
sition; (4) Written composition; (5) Revision; (6) 
Publication; (7) The reaction that follows publication. 
The outcome should be the powxr to speak and write 
English with fluency, precision, and grace. 

To attain this end even approximately is, however, 
impossible without the cooperation of all teachers in all 
subjects. Carelessness in speech or writing should be 
tolerated in no department of the school, pupils who 
arc deficient in (lu'sc respects should be reported to 
llieir com])osition teachers, and composition teachers 
should teach pu]iils how to recite and how to make 
reports in other subjects. 

The aim of literature teaching is to confer on pujjils 
the power to understand the ideas, emotions, and aspira- 
tions of others. Its medium, like that of composition, 
is the English language. It therefore touches life every- 
where but touches composition no more than does 
biology or history. In other words, the place of composi- 
tion in the literature class is precisely the same as in the 
biology or history class, which is merely to deepen and 
■ clarify impressions. 

Like composition, literature includes several subsidi- 
ary subjects, among them being the history of literature, 
reading both silent and oral, oral discussion, written 
discussion, declamation, dramatization, and dramatic 
presentation. It is best taught by the following cycle 
of processes: (1) Preparation of a background; (2) 
Silent reading; (3) Class reading or discussion; (4) 
Written reports or reviews; (5) Some form of debate 
or dramatization. The outcome should be enthusiasm. 



16 DETROIT JUNIOR HIGH SCHOOLS 



inspiration, a desire for more. The stud}^ of literature 
is a failure in so far as it does not make readers. 

At the end of the sixth grade pupils should be able: 
(1) To express clearly and consecutively, either in 
speech or writing", ideas which are familiar; (3) To avoid 
gross grammatical errors; (3) To compose and mail a 
letter; (4) To spell their own vocabulary; (5) To read 
silently and after one reading to reproduce the substance 
of a simple story, news item, or lesson ; (6) To read 
aloud readily and intelligently simple news items, lessons 
from text books, or literature of such difficulty as "The 
l\idc of Paul "Revere" or Dickens's Christmas Carol ; (7) 
To (|U(itc accinatel\- and understandingly several short 
poems, such as Rennet's "'i1ie Flag Goes V>yJ' and 
Emerson's "The Mountain .'ind the Squirrel." 

CONSTRUCTIVE ENGLISH COURSES 
ENGLISH 1-J 
GRAMMAR— Ten Weeks. Four days a week. A 
knowledge of English grammar is a prerequisite to all 
sure use of the language either oral or written, and to 
all sure understanding of the ideas of others. Pupils on 
coming to the junior high school should know subject 
and verb. As fast as learned the principles should be 
applied to pupils' speech and writing. . 

Weeks Topics 

1- 2 Nouns — classification as common and proper. 

3- 4 Personal pronouns — recognition and declension. 

5- G A^erbs — tense — no principal parts, or distinctions 
between regular and irregular, transitive and in- 
transitive verbs to be taught. 

7- 8 Adjectives — recognition — adverbs ditto. 

9-10 Prepositions and conjunctions recognized,. 

COMPOSITION— Ten Weeks. Four days a week. 
The aims arc: (1) To cultivate power of observation and 
imagination; (2) To develop sentence sense; (3) To 
improve spelling; (4) To teach punctuation. 



DETROIT JUNIOR HIGH SCHOOLS 17 

Weeks Topics 

11-13 Stories of vacation, recreation, and outings. 
13-14 Descriptions of scenes familiar to the writer. 
15-16 Explanations of things made by the pupil. 
17-18 Details of work done in other classes, outside of 

school, or in vacation. 
19-20 Imaginary sketches, such as "What the Lamp 

Post Saw" or "The Adventures of a Penny." 

Notes 

(1) Good suggestions as to method, and full lists of 
topics by grades, are to be found in a pamphlet on "The 
Conduct of Composition Work in Grammar Schools," 
by Henry C. Clapp and Katherine W. Huston. D. C. 
Heath & Co. 

(2) The general principle to be kept in mind is that 
of unity of aim and variety in the exercises tending to 
accomplish this aim. 

(3) Motives for composition work should be sought 
in the life of the school and of the community. A letter 
written to a pupil who is kept at home by sickness and 
who wants to know what is going on at school ; an 
address in favor of a candidate for a school office; a 
debate on a question of local interest which is being 
discussed in the newspapers, — such topics help to vital- 
ize the work, 

(4) Oral discussion and the framing of a brief out- 
line should usually precede the writing of themes. Crit- 
icism should be constructive, and should point out merits 
as well as faults. Tn pupil-criticism it is particularly 
necessary to require this. 

(5) Composition work should be socialized. The 
pupil should write with a definite audience in mind, and 
as far as possible, his work should be presented to the 
class. Class criticism should in a large measure take 
the place of teacher criticism. If the purpose of writing 



18 DETROIT JUNIOR HIGH SCHOOLS 

is made clear in the assignment, and if the general aims 
are kept before the class, they can criticize a theme very 
successfully, and the reaction upon the writer is more 
marked than when the criticism comes from the teacher. 

(6) Rlackbboard work should be a prominent feature 
of the recitation. These exercises should be brief enough 
to allow many to be written and criticized within the 
recitation period. The use of colored chalk to indicate 
mistakes is effective. 

(7) In oral and written work keep before the pupils 
the conception of the sentence as a unit. Combat the 
common practice of making an oral composition a series 
of statements linked 1)y "ands." 

(S) h is the (hity uf the schodl to make a delirmined 
effort to fnerconic bad spelling. The study of a S])elling 
book is open to many ol)iections. To send a pupil to a 
dictionary when he makes a mistake merely shows him 
how the word is spelled; it does not teach him to spell 
it. His mistake is due to a blurred or ^vrong mental 
image of the word. To correct this it is necessary to 
make the right image familiar. The misspelled word 
should be rewritten in its correct form slowly and care- 
fully and copied into a note book, which the teacher 
inspects from time to time, testing the pupil upon his 
list. 

(9) .\s an aid to increasing the vocabulary the dic- 
tionary should be frequently used. This may be supple- 
mented by the study of word lists selected by the teacher 
from the books studied. 

(10) Short selections should be read and reread aloud 
until they are practically memorized. Skill in expression 
and facility in the use of words may thus be cultivated 
very effectively. ' 



DETROIT JUNIOR HIGH SCHOOLS . 19 

ENGLISH 2-J 

GRAMMAR— Ten Weeks. Four days a week. Aims 
as before. 

Weeks Topics 

1- 6 Words : Subject, predicate, object, and predicate 
nominative, whether word, phrase, or clause. 

7- 8 Clauses as group elements not containing- sub- 
jects and verbs. 

9-10 (1) Phrases as group elements not containing 
subjects and verbs. (2) Review. 

COMPOSITION— Ten weeks. Four days a week. 
Aims: (1) As before; (8) Mastery of letter forms. 

Weeks. Exercises 

11-1(! Letters, (a) Form of business letter to be mas- 
tered, (b) Social letters. Exchange witli pupils 
of another school, (c^ Stationery. 

17-20 Reports on books read outside of class. Use of 
Heydrick's Reading Reports (Scott, Foresman) 
recommended. 

ENGLISH 3-J 

GRAMMAR— Ten Weeks. Four days a week. 

Weeks Topics 

1- 8 Nouns : fa) Common and proper ; (b) Person 
taught; (c) Inflection of all except most difficult 
words. 

3- 5 Pronouns: (a) Personal, interrogative, adjective, 
and relative, (b) Inflection. 

6-10 Verbs : (a) The idea of person and number devel- 
oped ; (b) Voice ; (c) A few paradigms presented 
by way of illustration ; (d) Participles and infini- 
tives. (No classification of verbs necessary). 

COMPOSITION — Ten weeks, fgur days a week, 



20 DETROIT JUNIOR HIGH SCHOOLS 

Weeks Topics 

11-13 Simple expositions on local and civic questions. 
13-14 Descriptive themes on imaginary journeys. 
15-16 Themes on characters admired by pupils. 
17-18 Imaginary conversations between historical char- 
acters. 
19-20 Descriptions of work in other classes. 

The anus of the composition work in the second year 
of the junior high school are to develop in the pupil an 
understanding of his social environment, to secure flexi- 
bility and variety of sentence structure, and to continue 
the pursuit of the misspelled word. Punctuation should 
be emphasized as the outward and visible sign of inward 
grammatical grace. 

ENGLISH 4.J 

r;K \]\1M.\T^— Ten Weeks. I'^our days a week. 

Weeks Topics 

1- 2 Review. 

3- 4 Adjectives and adverbs; comparison and classi- 
fication. 

5- 6 Prepositions and phrases. 

7-10 (a) Conjunctions and clauses ; (b) Simple, com- 
plex, and compound sentences. 

COMPOSITION— Ten weeks. Four days a week. 

Weeks Topics 

11-12 Simple arguments on school topics. 

13-14 How to make things. 

15-16 How to find things or go to various places. 

17-18 How various contrivances work. 

19-20 Accounts of visits to factories and museums. 
The aims are: (1) Keep to the .point; (2) Be 
courteous; (3) Clearness of expression; (4) Close 
observation. 



DETROIT JUNIOR HIGH SCHOOLS 21 

ENGLISH 5-J 

COMPOSITION— Twenty Weeks. Five days a 
week. Mostly letter writing. The minimum attainment 
for passing is the ability to write business and social 
letters correct in form and free from errors in spelling, 
punctuation, and grammar. Special attention will be 
given to penmanship. No pupil will be promoted to 
English 6-J who is deficient in any of these respects. 
Students in higher courses may be demoted to course 
5-J whenever their use either in or out of the English 
class shows a deficiency in the work of coures 5-J. In 
detail the work of the course is as follows : 

Weeks Topics 

1. Composition — Definition. 

2. Letter Writing — Excuses for Absence. 

3. Letter Writing — Excuses for Tardiness. 

4. Letters of Friendship — Your School. 

5. Proof Reading. 

6. The Correction of Themes. 

7. Letters of Friendship — Your Day. 

8. Letters of Friendship — Your Year, 

9. Letters of Invitation. 

10. Order Letters. 

11. Letters of Application.. 

12. Vade Mecum of Catechism. 

13. Kinds of Composition. 

14. Description. 

15. Description — A Building. 

16. Description — A Town. 

17. Description — A Person, 

18. Narration. 

19. Narration — The Wit of Children. 

20. Exposition. 



g2 DETROIT JUNIOR HIGH SCHOOLS 

Note 1. In weeks 2 and 3 are taught forms to be 
used throughout the pupil's school career. In practice 
these will not be accepted unless they are letter perfect. 

Note 2. In addition, each pupil will keep written 
minutes of each recitation and will be prepared to read 
them whenever called on. The rest of the class will 
criticize these and the writer must be ready to defend 

his work. 

Note 3. Models are dictated and corrected as a reg- 
ular exercise throughout the year. 

Note 4. Exceptionally weak pupils are required to 
recite twice daily. 

Note 5. Every English class is organized as a club 
and at frequent intervals holds meetings for the presen- 
tation of programs. 

Note 6. One day a week is devoted to oral composi- 
tion throughout the high school course. Material will 
be found in the work done in other classes and in such 
dignified current periodicals as The Outlook, The Lit- 
erary Digest, The World's Work, and The Review of 
Reviews. The primary object is to teach the pupils to 
present what they have to say with clear enunciation 
and a proper regard for diction and organization. The 
secondary object is to reenforce the work of other 
classes. The teacher of other subjects will reciprocate 
by refusing to accept written or oral work that is de- 
ficient in Englisli. 

ENGLISH 6-J 

GRAMMAR — Twenty Weeks. Five days a week. 
The textbook is used as a hand book; a book of letters, 
poems, or short stories is used for grammatical dissec- 
tion; and each pupil is required to make a catechism 
covering the fifty most essential points of the subject. 



DETROIT JUNIOR HIGH SCHOOLS 23 



COURSES IN LITERATURE 

LITERATURE 1-J 

CLASS READING— Twenty Weeks. Four days a 
week. As many or as few books should be read as 
seems wise to principals and teachers. The following 
schedule is, however, suggested as a desirable minimum ; 

Weeks Books 

1- 6 From Longfellow : Skeleton in Armor ; Wreck of 
the Hesperus; Excelsior; Bridge; The Day is 
Done ; Walter von der Vogelweid ; Clock on 
Stairs; Arrow and Song; Building of Ship; San- 
dalphon; Leap of Roushan Beg, etc. 

7-10 From Whittier: Maud Muller; Barefoot Boy; 
Skipper Ireson's Ride; Barbara Fritchie; In 
School Days, etc. 
11-20 Evangeline. 

Among other desirable reading for first year classes 
are classic, northern, and mediaeval myths such as are 
found in : 

1. J. Baldwin's "Hero Tales Told in School." 

"The Golden Fleece." 
"Story of Siegfried." 
"Stories of Roland." 
"Stories of the King." 

2. E. K. Baker's "Stories of Old Greece and Rome." 

3. W. M. L. Hutchinson's "Golden Porch." 

"Sunset of the Heroes." 
"Orpheus with His Lute." 
"World's Springtime." 

4. H. W. Mabie's "Norse Stories." 

The aim of all high school literature study is to lead 
pupils to read eagerly and appreciatively books of as 
high an order as possible. The result should be an im- 
mediate and ultimate development of their mental, moral, 



S4 



DETROIT JUNIOR HIGH SCHOOLS 



emotional, and aesthetic powers. In other words, the 
study of literature should cultivate high ideals of con- 
duct, stimulate the imaginative and emotional faculties, 
form appreciation centres about which fresh facts will 
tend to gather in the future, broaden the mental horizon, 
both geographically and historically, give a delightful 
introduction through the simpler works of great writers 
to their subtler masterpieces, improve the pupil's powers 
of expression by energizing his thought, and fix in 
memory a considerable body of suitable poetry and 
prose. 

HOME READING— Books are to be selected from 
this list for voluntary individual reading at home. Each 
pupil should read not less than five of these during the 
year. 



1. Alcott 

2. Brown 

3. Barrie 

4. Dix 

5. Ewing 

6. Dodge 

7. Field, Eugene 

8. Griswold 

9. Goss 

10. Hasbrouck 

11. Hawthorne 

12. Herbertson 

13. Jordan 

14. Land 

15. Lee, Mary C. 



Little Women, Little Men, Jo's 
Boys, Eight Cousins, Rose in 
Bloom. 

Rab and his Friends. 
Peter and Wendy. 
Marylips. 

Jan of the Wind-Mill, Flat Iron for 
a Farthing. 

Hans Brinker. 

Christmas Tales and Christmas 
Verse. 

Deering of Deal. 

A Life of Grant for Boys. 

A Boy's Parkman. 

Grandfather's Chair 

Heroic Legends. 

The Story of Joan of Arc. A Talc 

of the Mist Islands. 
The Story of Matka. 
A Quaker Girl of Nantucket. 



16. 


Lucas 


17. 


Moore, N. H, 


18. 


Nicolay 


19. 


Ollivant 


20. 


Pyle 


21. 


Ramee 


22. 


Richards 


23. 


Seawell 


24. 


Spyri 


25. 


Swift 


26. 


Tappan 



DETROIT JUNIOR HIGH SCHOOLS 25 

Slow Coach. 

Deeds of Daring Done by Girls. 

Boy's Life of Abraham Lincoln. 

Bob, Son of Battle. 

Otto of the Silver Hand. 

A Dog of Flanders, The Nurnberg 

Stove. 
Captain January. 
A Virginia Cavalier. 
Heidi, Heimatlos. 
Gulliver's Travels (expurgated). 
In the Days of Queen Victoria. 

27. Thompson-Seton Bibliography of a Grizzly, The 

Trail of the Sandhill Stag, Two 
Little Savages. 

28. Trowbridge Cudjo's Cave. 

29. Wiggin Bird's Christmas Carol, Polly Oli- 

ver's Problem. 

30. Wright The Gray Lady and the Birds. 



LITERATURE 2-J 

CLASS READING— Twenty Weeks. Four days a 
week. See Literature 1-J, above. 

Weeks Titles 

1- 8 The Arabian Nights. 

9-12 Kipling's Jungle Books. 
13-16 Lamb's Tales from Shakespeare. 
17-20 Stevenson's Treasure Island. 

HOME READING— Literature 1-J continued. Five 
books in addition to those read during the preceding 
semester. 



26 DETROIT JUNIOR HIGH SCHOOLS 

LITERATURE 3-J 

CLASS READING— Twenty Weeks. Four days a 
week. 

Weeks Books 

1- G American Anthology, including: Bryant's "Wat- 
erfowl"; Lanier's "Chattahoochee"; Saxe, Riley, 
and Field in selections. 

7-13 Holmes: "Old Ironsides," "Last Leaf," "My 
Aunt," "Height of Ridiculous," "The Boys," 
"Chambered Nautilus," "Contentment," "One 
Horsiiei Shay," "Broomstick Train," "Dorothy 
Q," "Spectre Pig," "Oysterman," etc. 

13-20 "Seven Champions of Christendom," "Christmas 
Carol," or "Sketch Book." 

Among other books suitable for reading in this 
course are the following: 

1. Hale Man Without a Country. 

2. Kipling The Kipling Readers (Appleton). 

3. Longfellow Tales of a Wayside Inn. 

4. Macaulay Lays of Ancient Rome. 

5. Swester, K. D. Ten Boys and Girls from Thackeray. 

Ten Boys and Girls from Dickens. 

6. Warner A Hunting of the Bear. How I 

Killed a Bear. Camping Out. 

HOME READING— About five of the following 
books should be read by each student during the sec- 
ond year of the junior high school: 

The Perfect Tribute. 

The Cruise of the Cachalot. 

The Secret Garden. 

Prince and Pauper. 

The Deerslayer. The Pilot. 



1. 


Andrews 


2. 


Bullen 


3. 


Burnett 


4. 


Clemens 


5. 


Cooper 



DETROIT JUNIOR HIGH SCHOOLS 



27 



6. Davis 

7. De Amicis 

8. Dix 

9. Doubleday 

10. Doyle 

11. Duncan 

12. Eastman 

13. Eggleston 

14. Fouque 

15. Hale, E. E. 

16. Halsey 

17. Harris 

18. King 

19. Lang 

20. Larcom, L. 

21. Laurie 

22. Liliencrantz 

23. Lincoln 

24. London 

25. Montgomery 

26. Morris 

27. Parkman 

28. Pyle 

29. Rice 

30. Rice 

31. Scott 

32. Seaman 

33. Shart 

34. Warner 



Stories for Boys. 

An Italian School Boy's Journal. 

Soldier Rigdale. 

Stories of Invention. 

Micah Clarke. 

Adventures of Billy Topsail. 

Indian Boyhood. 

Hoosier Schoolmaster. 

Undine. 

A New England Boyhood. 

The Old New York Frontier. 

Nights with Uncle Remus. 

Cadet Boys. 

The Book of Romance. 

A New England Girlhood. 

School Days in Italy. 

School Days in France. 

The Thrall of Lief, the Lucky. 

A Pretty Tory. 

The Call of the Wild. 

Anne of Green Gables. 

Anne of Avonlea. 

The Sundering Flood. 

Montcalm and Wolfe. 

Conspiracy of Pontiac. 

The Story of King Arthur. 

The Champions of the Round Table. 

Sir Launcelot and his Companions. 

Mrs. Wiggs of the Cabbage aPtch. 

The Talisman. 

Jacqueline of the Carrier Pigeons. 

A Watcher in the Woods. 

Being a Boy, 



28 



DETROIT JUNIOR HIGH SCHOOLS 



LITERATURE 4-J 

CLASS READING— Twenty Weeks. Four days a 
week. 

Weeks Topics 

1- 6 Macaulay's "Horatius." 
7-12 "Captains Courageous" or "Kidnapped." 
13-20 "The Merchant of Venice" or "Julius Caesar." 

HOME READING— See above list. Reading of five 
additional books required in this course. 

LITERATURE 5-J 

Twenty Weeks. Four days a week. 

I. Class room work: Palmer's Odyssey; David 
Copperfield; and one of Shakespeare's plays — "Julius 
Caesar," "A Midsummer Night's Dream," or "Coriol- 
anus." Goal — Presentation on the stage. 

II, Home reading and reports : Rapid reading of 
five good books suited to the pupils' tastes — record to 
be kept in Heydrick's record book. This exercise will 
be continued throughout the school course. Excellent 
suggestions as to books suitable for reading will be found 
in the "Report of the Committee upon Home Reading," 
published November, 1913, by the National Council of 
the Teachers of English, The following books are suit- 
able for the reading of ninth grade pupils, and should 
be owned by all high school libraries, the starred titles 
being particularly desirable : 





^ Fiction 


Alcott 


Little Women* 


Anonymous 


Arabian Nights 


Carroll 


Alice in Wonderland 


Clemens 


Fluckleberry Finn* 




Tom Sawyer* 


Cooper 


Any Novel* 


Crane 


The Red Badge of Courage 



DETROIT JUNIOR HIGH SCHOOLS 



29 



Defoe 


Robinson Crusoe* 


Dickens 


Christmas Stories 




Great Expectations 




Nicholas Nickleby 




Old Curiosity Shop 




Oliver Twist* 


Doyle 


Sherlock Holmes* 




The White Company 


Harris 


Uncle Remus 


Hawthorne 


Twice Told Tales 


Hughes 


Tom Brown's School Days 


Irving 


Sketch Book 




The Tales of a Traveller 


Kipling 


Captains Courageous* 




Jungle Books* 


Lamb 


Tales from Shakespeare'' 


London 


Call of the Wild* 


Lytton 


The Last Days of Pompeii 


Martin 


Emmy Lou* 


Ollivant 


Bob, Son of Battle 


Ouida 


The Dog of Flanders 


Poe 


The Gold Bug* 


Porter 


Freckles* 


Pyle 


Robin Hood 


Scott 


Abbot. 


Seton-Thompson 


Lives of the Hunted* 




The Trail of the Sandhill Stag* 


Stevenson 


David Balfour* 


( 


Treasure Island* 


Swift 


Gulliver's Travels 


Verne 


Mysterious Island Series* 


' 


Round the World in 80 Days* 



30 



DETROIT JUNIOR HIGH SCHOOLS 



Maeterlinck 
Shakespeare 



Drama 

The BUie Bird=^ 

As You Like It* 

Hamlet 

Henry IV. 

Henry V* 

Julius Caesar* 

King Lear 

Macbeth 

Merchant of Venice 

Midsummer Night's Dream* 

Tempest" 

Twelfth Night 



Coleridge 
Homer 

Longfellow 
Macaulay 
Stevenson 
Whittier 



Poetry 

Vhc kill e of the Ancient Mariner* 
The Iliad 
The ( )dyssey 
Collected Poems 
Lays of Ancient Rome* 
A Child's (iarden of Verse 
Poems 



Flynt 



Biography 

Tramping AA'ith Tramps 



Adventure 
Seton-Thompson Wild Animals I Have Known 



DETROIT JUNIOR HIGH SCHOOLS 



LITERATURE 6-J 

Twenty Weeks. Four days a week. Study of red- 
letter American authors, the aim l^eing to teach a few 
facts about their lives, and to read rapidly, not critically, 
some of their writings that are at once big", simple, and 
brilliant. 



Weeks Authors 

1- 2 Franklin (1706-1790) 

3- 4 Irving (1783-1859) 

5- 6 Emerson (1803-1882) 

7- 8 Longfellow (1807-1882) 

9-10 Whitticr (1807-1892) 

llA'i Lincohi (1809-1865) 

13-14 Holmes (1809-1891) 

15- K! Poc (1809-1891) 

17-1 S Lowell (1819-1891) 



Suggested Reading 
Autobiography 
The Legend of 

Sleepy Hollow 
Concord Hymn 
Tales of a Wayside 

Inn 
Snow-bound 
( iet(\'sbiirg Address 
(irandmother's Story 
The Gold Bug 
The Vision of Sir 

Launfal 
Huoklebcrrv Finn 



19-30 Mark Twain (1835-1910) 

HOME READING— As in Literature 5-J, above 



32 



DETROIT JUNIOR HIGH SCHOOLS 



ORAL ENGLISH. 

In addition to the four periods allowed each week 
to constructive English, one period each week is allowed 
in each class to oral composition. 

In addition to the four periods allotted each week to 
the study of literature, one period each week is allotted 
in each class to the oral interpretation of literature. 
The aims are: (1) Self possession; (2) Voice culture; 
(3) The spiritual growth which follows the mastery of 
masterpieces. The following poems are studied, learned 
bv heart, and declaimed : 



Course 1-J 
Months Poems 

1. America 

2. The Star Spangled Banner 

3. Marco Bozzaris 



The American Flag 
Thou too sail on, O Ship of 
State 



Authors 

Smith 
Key 
Halleck 
Drake 

Longfellow 



Course 2-J 



1. God Give Us Men! 

2. The Snow 

3. The Children's Hour 

4. Winter 

5. Today 



J. G. Holland 
R. W. Emerson 
H. W. Longfellow 
Alfred Tennyson 
Thomas Carlyle 



Course 3-J 

1. The Chambered Nautilus 

2. Blenheim 

3. The First Snowfall 

4. In School DaA^s 

5. Columbus 



O. W. Holmes 
Robert Southey 
J. R. Lowell 
J. G. Whittier 
Joaquin Miller 



DETROIT JUNIOR HIGH SCHOOLS 



33 





Course 4- J 




1. 


Voluntaries 


R. W. Emerson 


2. 


Psalm 23 


Bible 


3. 


Little Breeches 


John Hay 


4. 


The Raggedy Man 


J. W. Riley 


5. 


Concord Hymn 

Course 5-J 


R. W. Emerson 


1 


The Builders 


Longfellow 


2. 


The Boys 


Holmes 


3 


"Breathes there a man" 


Scott 


4. 


Daffodils or Cavalier Tunes 


Wordsw^orth 


5. 


Abou Ben Adhem 

Course 6-J 


Hunt 


1 


Psalm oi Life 


Longfelh)\v 


3 


Selections from Snovvhoimd 


Whitticr 


o 

<) 


Old Ironsides 


Holmes 


4. 


The Raven 


Poe 


5 


My Captain 


Whitman 




o 
o 

'Z 

o 

w 

w 

Q 
Q 

Oh 



DETROIT JUNIOR HIGH SCHOOLS 37 



GERMAN 

A three-year course in German is offered in the 
junior high school. The general aim is to give in these 
three years a comprehensive and thorough course adapt- 
ed to the needs and capacities of younger pupils. The 
work done is not necessarily the same as that offered in 
the ninth and tenth grades of the regular high school, 
but is the equivalent in every essential respect. A pupil 
completing the course will have earned two units of 
advanced credit, or twenty hours. 

The more specific aims of the course may be stated 
as follows : 

1. To initiate the pupil into the vocabulary of 
every-day life and also, to give him a glimpse into 
classical German literature. 

2. To create in the pupil a feeling for the German 
language, whether spoken, heard or read, and to 
develop in him a certain fluency in the use of simple, 
every-day German. 

3. To fix a correct pronunciation. 

4. To broaden the pupil's knowledge of Germany 
and the German people. 

The natural or conversational method of presentation 
with a large element of the dramatic is recommended 
for use with the young people who are here being intro- 
duced to the language. The work must be made inter- 
esting and natural. German is a living language and 
pupils should be made to live it. The teacher should 
speak and read constantly in German, interpreting by 
gesture, facial expression, and drawings. All the con- 
versation of the class should be carried on in German, 
pupils being required to ask and answer questions in 
German. Since jingles, poems, and songs appeal to chil- 
dren, a clever use of them will create a quickening in- 
terest in the recitation. Pictures and objects should be 
made the basis for conversation from the very beginning, 



38 DETROIT JUNIOR HIGH SCHOOLS 



while the dialogue and the story should furnish material 
for development as the class advances. 

The following, suggestions should be kept constantly 
in mind : 

1. German must be the language of the class- 
room. The ideal always to be sought is the constant 
using and hearing of good German. 

2. The printed text is necessary but it must 
remain subordinate to the spoken language ; the pupil 
must be trained first by the ear, then by the eye. 

3. In the classroom conversation the teacher's 
questions must be answered always by complete sen- 
tences. 

4. A limited amount of concert recitation is valu- 
able, largely in order that self-conscious pupils may 
be given more confidence. 

5. The oral translation of German into English 
should be limited in amount. 

6. Correct pronunciation should be taught thor- 
oughly from the beginning. Every lesson should be 
presented by the teacher and no mistake in a pupil's 
pronunciation should remain uncorrected. Teachers 
should bear in mind the great value of drill in begin- 
ning a foreign language. 

7. German geography, history, and institutions 
should be systematically presented, — as supplement- 
ary material if the text selected makes no provision 
for these subjects. 

It is neither desirable nor necessary to teach as much 
formal grammar in this course as is given in courses I 
to IV in the four-year high schools, nevertheless a cer- 
tain amount must be given, both for its own value, and 
in order to make the course lead easily to German V 
for the students who pass on to the senior high school. 
But at all times the ideal of keeping the class in living 



DETROIT JUNIOR HIGH SCHOOLS 39 



touch with the language in order that a usable vocab- 
ulary and a store of idiomatic phrases and expressions 
may be acquired, must be kept in the foreground. 

The grammar work, especially in the first year, is 
taught inductively. Students are required to memorize 
certain correct forms which illustrate grammatical points 
without committing formal rules. It is advisable to pre- 
sent in this way the essentials of verb and pronoun 
inflection, also the lists of prepositions and conjunctions. 
Naturally there are dift'erences of opinion among teach- 
ers as to the details to be worked out in connection with 
this method of treatment. However, two principles 
should be kept in mind, namely : 

(1) No formal grammar should be presented to the 
pupil until he has become familiar with the concrete use 
of the same. 

(2) Grammatical explanations should be simplified 
to the last degree for pupils of the first and second years, 
and if possible never rules, but well-chosen phrases or 
sentences illustrating rules should be memorized. 

Writing German is an important part of the pupil's 
training and should be required frequently, at least three 
times a week. These exercises should be short. In the 
first year this work is all done in class, the pupils either 
writing as the teacher dictates or answering questions 
or reproducing stories that first have become familiar 
through conversation or reading. In the second year 
the composition work is somewhat increased and fre- 
quently it must be prepared before class. A small 
amount of English into German composition may be 
assigned in German 4-J, but it must be based upon 
material that first has been treated orally. In courses 
5-J and 6-J the amount of this kind of composition work 
is slightly increased, work being assigned regularly, 
perhaps once a week. 



40 DETROIT JUNIOR HIGH SCHOOLS 

It is desirable that pupils become familiar with Ger- 
man script early in the study of the langugae. 

It seems advisable, in view of the rather heavy pro- 
gram of the first year, that no outside preparation be 
required in the German work. In the second year, Ger- 
man 3-J and 4-J, the teacher may require the equivalent 
of two hours per week, i. e., in time about half a period 
of preparation for each recitation. In the third year, 
German 5-J and 6-J, the pupil is expected to spend on 
the average three-quarters of an hour in the preparation 
of each lesson. 

The benefits to be derived from memorizing German 
proverbs, rhymes, and poems are too numerous and gen- 
erally accepted to require enumeration. The recom- 
mended text books contain an abundance of material and 
the teacher can easily omit and add from other sources 
as seems desirable. The following poems are the mini- 
mum requirement : 

Heidenroslein. 

Du bist wie eine Blume. 

Lorelei. 

Erlkonig. 

Die wacht am Rhein. 

In the outline of courses below the necessary oral 
work and memorizing is assumed for all courses. The 
same is true of all necessary written composition. In 
the reading and grammar work each school will need to 
determine for itself the order in which topics are to be 
taken up and to some extent the emphasis to be placed 
upon different phases of the work. The order will be 
governed somewhat by the reading texts selected and 
by the class of pupils. The following outline is sug- 
gested : 



DETROIT JUNIOR HIGH SCHOOLS 41 



GERMAN 1-J 
READING — Fiir Kleine Leute, the first half of the 
book, or Deutsches Lese und Sprachbuch 
—Book I.— Miiller. 
GRAMMAR — Phrases and sentences illustrating: 
The four cases. 

These can be simplified and called: 

1. Case of subject. 

2. Case of possession. 

3. Case of indirect object and 

object of prepositions: 

in 
auf 
mit 
von 

4. Case of direct object. 

Definite Article 
Indefinite Article 
(Singular to be 
emphasized) 

dieser 

jener 

welcher 

kein 

mein 

dein 

sein 

ihr 
Prepositions : 

in, auf, mit, von, with dative case. 
Cardinal Numerals 
Time of Day- 
Present and Perfect Tenses of, 

sein, haben, and five weak verbs. 

GERMAN 2-J 

READING — Fiir Kleine Leute, completed, 

or 
Deutsches Lese und Sprachbuch — 
Book II. 



42 DETROIT JUNIOR HIGH SCHOOLS 

GRAMMx\R — Words inflected as der (dieser), etc. 
Words inflected as ein (kein), etc. 
Use of "you" and "your." 
Present and Perfect Tenses of werden and 

five strong verbs. 
Future, Perfect, Pluperfect, and Impera- 
tive of : 
haben 
sein 

five weak verbs 
the strong verbs gehen and 
kommen. 
Personal Pronouns 
Prepositions : 

An, in, auf, with both dative and 

accusative. 
Wahrend, with genitive case. 
Aus, nach, with dative case. 
Durch, fiir, with accusative case. 
Inverted Word Order 
Strong and Weak Noun Declensions 
A very general and simple survey. 

GERMAN 3-J 

READING — Jung Deutschland, Lessons 1-65 

GRAMMAR — Indicative and Imperative of: haben, sein, 

werden, ten weak verbs, ten strong 

verbs. 
Adjective Declension 
Ordinal Numerals 
Fractionals 
Possessive Form of Names of Persons, 

Cities, and Countries. 
All Prepositions Governing: Genitive, 

Dative, Accusative, and Dative and 

Accu.sativc. 



DETROIT JUNIOR HIGH SCHOOLS 43 



GERMAN 4-J 

READING —Jung Deutschland, Lessons 66 to 87. 
GRAMMAR — Mixed, Irregular, and Foreign Nouns. 

Relative Pronouns. 

Interrogative Pronouns. 

Comparison of Adjectives. 

Verbs with .Separable and Inseparable 
Prefixes. 

Irregular Weak Verbs. 

Reflexive Verbs. 

Modal Auxiliaries. 

Conjunctions — Coordinating and Subor- 
dinating. 

Transposed Word Order. 

GERMAN 5-J 

READING — Review Jung Deutschland or read one of 
the following: 

Easy German Conversation — Allen & 

Phillipson. 
Im Vaterland — Allyn & Bacon. 
German Life — Allen (Holt). 
GRAMMAR— Subjunctive and Conditional Modes. 
Declension of Nouns — Uses. 

GERMAN 6-J 

READING — Selections from one or more of the fol- 
lowing : 
Gluck Auf. 
Im Vaterland. 

Easy German Conversation. 
German Life. 

GRAMMAR — Grammar Review — Vos Essentials. 

Note : It must be remembered always that the above 
outline of grammatical work is to be covered with the 
constant aid of the teacher, in an easy and interesting 
manner, rather than as a mere formal grammatical study. 



44 DETROIT JUNIOR HIGH SCHOOLS 



LATIN 

The work in Latin is taken up at the beginning of 
the first semester and continued through three years. It 
is assumed that a foreign language is acquired more 
easily if begun at this time than if taken up two years 
later. If a thorough knowledge and feeling for Latin is 
to be approximated it is necessary to begin early and to 
make the study vital and interesting. The best way to 
accomplish this is to use the conversational or direct 
method. 

The aim is so to familiarize students with Latin that 
expression in the language may become familiar to them, 
then, upon that foundation to build a scientific knowledge 
of the structure of the Latin tongue. The following 
brief outline is followed in so far as possible, but is 
subject to change as experience dictates. It does not 
follow that students are expected to master in a formal 
way all the subjects and grammatical forms presented to 
them. These topics and forms are presented and dis- 
cussed by the teacher. Gradually the students acquire 
them and are able to use them. Actual experience with 
the class the first semester modifies the plan for the 
second, and so on through the course. 

By doing the work of Latin 1-J to 6-J inclusive, the 
student is prepared to take up the work of Latin V in 
the four year high school. He has thus gained twenty 
hours of advanced credit. 

LATIN 1-J 

VOCABULARY— At least 150 words learned accurately. 

ORAL WORK —The greater part of the work is oral 
Latin. 

All explanations, discussions, ques- 
tions, and answers are given in 
Latin. This is the aim and is to be 
approximated as nearly as possible. 



DETROIT JUNIOR HIGH SCHOOLS 



45 



READING In Latin — Ten short stories, fables, 

etc., or half that number of longer 
ones — about six pages of solid read- 
ing matter. Pupils should be able 
to read ordinary prose in Latin 
without difficulty. 

TRANSLATION— Much less stress 
is put on translation than on the 
ability to read the Latin and to ask 
and answer, in Latin, questions on 
the text. 

WRITING Short sentences illustrating words 

learned, with their modifications 
and constructions ; brief descrip- 
tions of familiar objects; materials 
taken from the text; dictation of 
Avords, sentences^ and short para- 
graphs. 

GRAMMAR In the first year the student should 

become more or less acquainted 
with the following grammatical 
forms : 

PARTS OF SPEECH 

NOUNS — Accusative, Genitive, and 
Dative cases, singular and plural; 
all declensions. 

PRONOUNS— Personal, also pos- 
sessive and demonstrative used al- 
ways with nouns in cases taught. 

ADVERBS — A certain number — at 
least twelve — chiefly those derived 
from adjectives. 

PREPOSITIONS— A few of most 
common which govern acccusative 
case. 



46 DETROIT JUNIOR HIGH SCHOOLS 



NUMERALS— Up to 100. 

CONJUNCTIONS — INTERJEC- 
TIONS — Sufficient to give connec- 
tion and interest to the stories. 

VERBS — Imperatives, Infinitives, 
Present and Perfect tenses, Active 
Voice only, of about thirty verbs of 
all conjugations, together with a 
few irregular verbs,, as, "ire," 
"dare," "volo,'' etc. 

SYNTAX — Very little save the use 
of Infinitive in Indirect Discourse 
— this to be taught early in the 
course and constantlv used. 



LATIN 2-J 

VOCABULARY \t least -iOd new wdnls. 

ORAL WORK (ireater ])ari of work is in oral Latin. 
.Ml explanations, discussions, and 
answers are gi\en in Latin, in so 
far as i)ossible. This is the aim. 
It ma}^ be a])proximated. 

READING IN LATIN— Eleven short fables, stories, 
etc., or six longer ones, i. e., about 
seven pages of solid reading mat- 
ter. Pupils should now read with- 
out very much mispronunciation. 

TRANSLATION— More stress upon 
translation than in Latin 1-J, but 
the emphasis is j^laced upon the 
ability to read Latin and to ask 
and answer, in Latin, questions on 
the text. 



DETROIT JUNIOR HIGH SCHOOLS 



47 



WRITING 



GRAMMAR 



■Short sentences illustrating words 
learned, with their modifications 
and connection ; brief paraphrases 
of material taken from texts read ; 
original narrative in very simple 
form ; dictation of words, sen- 
tences and paragraphs. 

PARTS OF SPEECH. 

NOUNS — All cases — all declensions. 

PRONOUNS— All pronouns. 

ADJECTIVES— Always taught in 
connection with nouns ; compar- 
ison. 

ADVERBS — Formation and com- 
parison. 

PREPOSITIONS— A few governing 
the Ablative and all the common 
ones governing the Accusative. 

NUMERALS— Cardinals and ordi- 
nals to 100. 

CONJUNCTIONS- All the co-or- 
dinating, and, as well, dum, etsi, 
quamquam, antequam and cum. 

VERBS— Complete. 

Nouns ; syntax of cases. Verbs. 

SYNTAX — Expression of purpose, 
wish, cause, time, condition and 
concession. 

Syntax, nouns — Syntax of Accusa- 
tive and Dative cases. 
Verbs — Syntax of Moods in inde- 
pendent sentences, i. e., Volative 
subj., etc.; clauses of purpose, re- 
sult and cause. 



48 



DETROIT JUNIOR HIGH SCHOOLS 



ORAL WORK 



READING 



WRITING 



GRAMMAR 



LATIN 3-J 

-All explanations, discussions, ques- 
tions and answers are given in 
Latin. Much oral paraphrasing of 
matter read, with interchange of 
comment between pupil and teach- 
er and between one pupil and an- 
other. 

•Nutting — First Latin Reader, or se- 
lections from the lives of Nepos, or 
selections from Caesar's Gallic 
War, to the same amount. 

•Brief paragraphs founded on stories 
read or upon discussions in class ; 
dictation ni sentences and of short 
paragraphs. 

ConliiUK'd ihill in ctyniology and 

syntax. 
Syntax, nouns — Syntax of Genitive 

and Ablative cases. 
Syntax, verbs — Complete Syntax. 
Temporal and Substantive Clauses; 

Conditional Sentences. 



ORAL WORK 
READING 



WRITING 

and 
DICTATION 



LATIN 4-J 

■Continued as in Course 3-J. 

Caesar, Book I, Chapters 1-29; 
Book II ; Fabiles Faciles for easy 
review. Stress upon oral para- 
phrasing and discussion, in Latin. 

WRITING is based on a text book 
in Latin composition. DICTA- 
TION is taken from matter already 
read in class. 



DETROIT JUNIOR HIGH SCHOOLS 



49 



ORAL WORK 
READING 

WRITING 

and 
DICTATION 



LATIN 5-J 

Continue as in 3-J and 4-J. 

Caesar, Book I, Chapters 30 to end ; 
Books III and IV. 

Text book on Composition continued. 
Dictation from Book V of Caesar; 
then dictation, after being written 
out in a notebook, should be care- 
fully corrected. 



ORAL WORK 



READING 



WRITING 



LATIN 6-J 

■Syntax is the subject of oral discus- 
sion, and to it a poriton of every 
hour should be given throughout 
the year. There should now be no 
difficulty in putting together Latin 
sentences. Consult Elsaesscr Lin- 
guam Disci to Lingus. 

Common Language ; Consult Elsaes- 
ser: Nos in Schola Latine Loqui- 
mur. Articles in current Latin 
publications will furnish much ma- 
terial. Palaestra of Arcadivus 
Avellanus for additional material. 

•Text on Latin Composition rapidly 
reviewed, supplemented by mate- 
rial dictated by teacher. 



50 DETROIT JUNIOR HIGH SCHOOLS 

ARITHMETIC 

MATHEMATICS 1-J AND 2-J 

The course in mathematics for the junior high schools 
contemplates one year of arithmetic followed by two 
years of algebra or bookkeeping. In consideratioa of 
the fact that the study of arithmetic is terminated one 
year earlier than heretofore it becomes imperative that 
the topics in this subject taught in the first year or sev- 
enth grade be selected with due care and discrimination. 
In choosing and eliminating topics the demands of prac- 
tical everyday life outweigh those of formal discipline. 
For the vast majority of pupils, if not for all, it is highly 
essential that the work of the schools should be related as 
intimately as possible to the work of life. Society expects 
the pupil to carry with him from school that wliicli will 
make him sociallv effective. It does not recjuirr famil- 
iarity with a wide range -of topics in arithmetic, but it 
does anticipate a woiking knowledge of a few funda- 
mental facts. 

Therefore numerous sul)jecls and tojucs which have 
traditionally found a place in the study of arithmetic are 
eliminated from this course. Even some of those topics 
which have always been held to be practical, because 
they deal with real activities, are omitted, because text- 
book methods of making these computations are so for- 
eign to those in actual use in life that the teaching of 
those topics is believed to be not worth while. 

While the course in arithmetic is planned to meet 
the needs of the academic student who may pursue his 
course through the high school, it is hoped that it may 
be sufficiently flexible and adjustable to meet the special 
demands of pupils who may choose,. or who may find it 
necessary to specialize in commercial or industrial lines. 



DETROIT JUNIOR HIGH SCHOOLS 51 



It is expected that the list of subjects selected, with 
judicious adaptation and elaboration on the part of the 
teacher, may meet the requirements of those pupils 
whose major interest is in commercial work. It should 
also be possible for teachers so to correlate the teaching 
of arithmetic with the industrial work, that in a measure 
at least the problems arising in the industrial classes 
shall furnish illustrative material for the arithmetic class 
and conversely that the principles taught in the arith- 
metic class shall find practical application in the shops 
and industrial classes. 

In working out this course the generally accepted 
conviction is followed that there are many topics in 
arithmetic which have Ifltle or no bearing on life and 
which may very well be omitted. Experts in education 
agree that those things that best prepare for life are also 
best for discipline. For this reason practical problems 
and practical subjects are scheduled for this course. 

With some good text in the hands of the pupils the 
essential part of that which is usually designated 
as seventh and eighth grade arithmetic is taken up and 
completed in one year. For drills in rapidity and accu- 
racy it is well to have at hand some practical, up-to-date 
business or commercial arithmetic. The following topics 
are presented as the work of the first year or seventh 
grade : 

Addition, subtraction, multiplication, and division — 
rapidity and accuracy emphasized. Practice in 
reading and writing numbers. Checking results. 

Some attention is given to those short methods gen- 
erally used in the fundamental operations. 

Fractions — addition, subtraction, multiplication, and 
division — fractions of reasonable complexity — 
large denominators to be avoided — least common 
denominator taught only as an incident to addi- 
tion and subtraction. 



DETROIT JUNIOR HIGH SCHOOLS 



Cancellation 

Review of decimals with emphasis on division. Apply- 
to United States money. 

Bills and Accounts — problems that deal with daily 
business life are emphasized. Object— familiarity 
with ordinar}' business procedure, neatness^ and 
accuracy. 

Practical Measurements — lengths, solids, surfaces. 
Such topics as plastering, painting, papering, car- 
peting, lumbering, etc., entirely optional. 

Percentage — various cases — its a])plication to profit 
and loss, insurance, discounts, duties and customs. 

Interest — ordinary applications, omitting annual and 
compound — Use bank method of computing inter- 
est-^promissory notes — short problems in partial 
payments. 

Bank Discount. 
Savings Accounts. 
Local and State Taxes. 
Ratio and Simple proportion. 
"Mensuration — Sf|uarc.Root (optional). 




o 
o 

o 

t-H 

< 

Q 
< 

o 

I— ( 

a: 
< 

o 

w 



DETROIT JCNIOR HIGH SCHOOLS 55 



ALGEBRA 

MATHEMATICS 3-J to 6-J INCLUSIVE 

The work in algebra in the junior high school covers 
two years, the second and third, or the eighth and ninth 
grades. Algebra work of the second year is especially 
adapted to the age, maturity and ability of the pupil of 
the grade. The work of the third year resembles closely 
the work usually given in the second and third semesters 
of the four-year high schools. It is assumed that a 
pupil starting in the eighth grade and continuing the 
subject through the ninth will have earned one and one- 
half units of credit — fifteen hours — or, in other words, 
that his year of work in the eighth grade will have 
enabled him to gain as much knowledge of the subject 
as a half year in the ninth grade. 

The algebra work in the eighth grade trains pupils 
to become familiar with the fundamental operations of 
algebra and to solve problems by means of the equation. 
The work is largely concrete, based upon the arithmet- 
ical knowledge already acquired. The translation of arith- 
metic to algebra is kept constantly before the pupil, and 
he is led to see that algebra is nothing but arithmetic 
generalized. Many topics in our modern algebra may 
well be omitted, e. g., the highest common factor by 
long division method ; the complicated cases in factoring ; 
long and difficult cases in brackets and parentheses ; 
equations of more than two unknowns; theory of ex- 
ponents; difficult radicals, and theory of quadratics. 

Topics upon which special stress is placed are as 
follows : 

Addition problems, equations involving addition and 
subtraction. Illustrate change of signs by means of bank 
deposits and bank withdrawals, by means of directions 
up and down, by means of directions north and south, 



56 DETROIT JUNIOR HIGH SCHOOLS 

and by means of the thermometer. Transpose from one 
member to another in equations, using numerals first and 
letters later. 

Review multiplication and division in arithmetic, 
showing that they are simply the reverse of ea'ch other. 
Multiply positive by a positive, multiply negative by a. 
negative. Explain sign of product. Repeat the same 
steps in division. Explain sign of quotient. Review the 
fundamental operations frequently. Write out in full 
the following: (a-f-b)-, (a — b)-, (a-fb) (a — b). Form- 
ulate a law for the above operations. Reverse the pro- 
cess and factor the above. Define the square of a num- 
ber. Define the square root of a number. 

Common Fractions. 

Review the arithmetical laws of common fractions. 

Review general principles of division. 

Illustrate the reduction of fractions to lowest terms 
and to the lowest common denominator. 

Show by literal quantities that algebra employs the 
same laws. 

In the solution of fractional equations omit for the 
present the term, clearing of fractions. 

Solve many story problems in simple equations. 

Review the square root of numbers, also the square 
root of such expressions a'-^2ab-(-b', also a' — 3ab-|-b'. 

Expand b}^ means of the binomial theorem simple 
quantities such as (a+b)=' and (x+y)*. Fill in the miss- 
ing terms in the trinomials and factor the trinomials thus 
obtained 9x'-}-?+36=(?)^ 4x==+28xy-f (?)'=(?) ^ 25x--f 
30xy+(?)^=(?)^ 

Only the simple cases of radicals should be taught to 
first year pupils. 



DETROIT JUNIOR HIGH SCHOOLS 57 

Case I. Reduction where the quantity under the 
radical sign is a perfect power of the degree denoted by 
a factor of the index. This will necessitate the study of 
simple exponents in conjunction with radicals, e. g. 

Case II. Where the expression vuider the radical 
sign is an integer and has a factor which is a perfect 
power of the same degree of the radical, e. g. 

^'54 = m^ = \¥^ = 3%.2'/3 = 3 ^^2"^ 

Case III. Where the expression under the radical 
sign is a simple fraction, e. g. 

V%"= <%-^%= >/% = Vs '"«~or ' %■ 

Introduction of quantities under the radical. 

Introduction of simple coefficients under the radical 
sign, e. g. 5V2 = ^50 



Show that the \'a.-{-\/h is not the same as the V^+t» 
by means of the law learned in arithmetic, that the square 
on the hypothenuse is equal to the sum of the squares 
on the other two sides. 

Further work is not attempted in the eighth grade. 



58 DETROIT JUNIOR HIGH SCHOOLS 

HISTORY 

Five courses in history are offered in the junior high 
school. History 1-J, 2-J, and 3-J are required. History 
4-J and 5-J are elective. For detailed statement of. the 
last tv^o courses, see History I and H in "Hand Book 
of the Detroit High Schools." 

The pupil upon entering the junior high school is 
introduced at once to the subject of United States His- 
tory. This is his first attempt to study in a comprehen- 
sive and systematic way the history of his country. The 
aim is to make the work in so far as possible vital and 
interesting. Therefore emphasis is placed upon living 
truths rather than dead issues. History is the story of 
men who have lived and achieved. As such it is full of 
interest to the average boy and girl. 

Emphasis is placed upon the fact that growth is an 
important key-word in our national life. Nations grow 
as individuals grow. From simple beginnings our pres- 
ent national greatness has come to be what it is by a 
process of gradual development. Causal relations are 
emphasized throughout the course. The topical method 
of treatment is followed. While the outline upon which 
this work is based is arranged chronologically it is 
nevertheless recognized that in much of the history 
work the chronological element should be subordinated 
if not entirely ignored. The study of biography is urged 
in connection with the study of history. The story of 
the lives of great men creates in the minds of the pupils 
high ideals and noble impulses. In no other way can 
our boys and girls be led to acquire more effectively 
ideals of good citizenship. 

The work in United States History is carefully out- 
lined in a separate pamphlet. Each teacher should have 
a copy of this course of study. This is meant only as a 
suggestive outline. It may be modified to meet special 
needs and conditions. 



DETROIT JUNIOR HIGH SCHOOLS 59 

HISTORY 1-J 

I. European Backgrounds. 

With the maps before the pupils the teacher should 
try to give them some adequate notion of the world 
events and conditions leading up to the time of Colum- 
bus. Bring out the very limited geographical knowledge 
of the time, the Mediterranean being the middle of the 
world with the great seas and deserts beyond still a 
terrifying mystery. 

Show the relation of the Crusades to the development 
of luxury and commerce in Europe with the accompany- 
ing growth and importance of the Mediterranean cities. 
Show how the spread of Mohammedanism closed the 
trade routes to the east while the demands of luxury and 
wealth stimulated the search for a water route to India. 
Note the travels of Marco Polo and call attention to 
the inventions that aided navigation. (See detailed out- 
line.) 

II. From the Old World to the new — Columbus — 
Exploration and Discovery. 

This period covers in a rough way the century ex- 
tending from the voyage of Columbus to the defeat of 
the Spanish Armada which event turned the tide of 
historical action from Spain to England. The Spanish 
explorations and settlements were made in the southern 
part of North America. They soon pass from our in- 
terest, having but little influence upon the trend of 
events in the English colonies, while the French on the 
other hand explored and settled the region of the St. 
Lawrence, Great Lakes and Mississippi, and remained 
an active element in American history until the fall of 
Quebec. England made almost no effort during the 
first hundred years, sending out only Cabot and Drake. 
This first hundred years of American history is full of 
dramatic action and romantic interest and is best treated 
in that style. All the important explorers should be 
studied, noting the motives that carried them forward. 



60 DETROIT JUNIOR HIGH SCHOOLS 

To impress upon the pupils the geographical relation of 
the European interests in America take the maps of an 
ordinary, geography and discover that the South is 
teeming with Spanish names, that the St. Lawrence, 
Great Lakes and Mississippi regions are well supplied 
with French names, and that the Atlantic coast region 
is marked by English names. These are the enduring 
monuments to early times. 

in. The Indians. 

See detailed outline for treatment of this subject. 

IV. Colonization and the Colonists. 

This period extends roughly over the seventeenth 
century, or the second hundred years of American his- 
tory. Study briefly the Spanish and French settlements, 
noting the nature of their organization and the motives 
behind the movements which resulted in a more or less 
insecure footing upon the soil. Study in considerable 
detail the settlements of Virginia, Massachusetts, New 
York, Pennsylvania, Maryland and Georgia. Note that 
in general the impelling motive behind these movements 
was the desire for political, religious and social better- 
ment. With settlers of high political and religious ideals 
these colonies took firm root and grew rapidly in 
strength. 

V. Colonial Development — The Struggle for a Con- 
tinent. 

The eighteenth century or third hundred years of 
American history is marked by the great growth of the 
colonies and the intercolonial wars. By the middle of 
this century the English colonies were beginning to 
reach over into the territory claimed by the French and 
the inevitable struggle was at hand. Study in some 
detail the French and Indian war, noting the great polit- 
ical results, the efifect upon the colonists themselves and 
its bearing upon the period that followed. 



DETROIT JUNIOR HIGH SCHOOLS 61 



VI. The Revolutionary Period. 

Study the grievances of the colonists and the short- 
sighted policies of the English government. Note the 
specific incidents that led up to the Declaration of Inde- 
pendence. Follow the course of Washington through 
the war and show that his great service consisted not in 
winning victories but in skillfully saving his pitiful army 
from utter destruction, thus keeping alive the cause of 
liberty until the tide of war turned. So long as an army 
was in the field the cause was not lost. Study in detail 
Burgoyne's campaign — plan, execution and results. Show 
how Washington assisted in this campaign. Study the 
struggle west of the Alleghanies, showing how the 
Northwest Territory was saved to the United States. 
George Rogers Clark. Note the important services of 
Paul Jones, give in some detail the events connected 
with Yorktown, and learn the boundaries of the United 
.Stales as fixed l)y the treaty of 1783. Encourage indi- 
\ idual rcjjorts and chiss discussions on the lives and 
deeds of great men C(jnnected vvitli our liistory up to 
this point. 

HISTORY 2-J 

VII. The Critical Period— 1783 to 1781). 

The Confederation — a union of the original states 
under the Articles of Confederation. Show the weak- 
nesses of this government and the difficulties arising 
under it. Study the Ordinance of 1787. The Federal 
Union — Show how an attempt to remedy the defects of 
the Articles of Confederation resulted in the making of 
the Constitution and the forming of the federal union. 
Note the three great compromises in the Constitutional 
Convention. Study the Constitution so as to show its 
superiority over the Articles of Confederation by pro- 
viding for the three natural departments of government. 
Study these departments but not in minute detail. 



62 DETROIT JUNIOR HIGH SCHOOLS 

VIII. The Constitutional Period — The Second 
Struggle for Independence — 17S9 to 1S17. 

This period was filled with anxiety for the people 
and government of the new nation. The difficulties 
attendant upon the founding of a new government de- 
signed to be so complete in every detail were very great. 
In addition to this, the chaotic condition of European 
afifairs, due to the Napoleonic wars, caused our foreign 
relations to be strained in the extreme. Indeed, matters 
grew so bad as to result in the War of 1812, which hap- 
pily put an end to America's troublesome entanglements 
with European nations. Note also these important 
events, victories of peace : invention of the cotton gin ; 
purchase of Louisiana; invention of the steam engine; 
westward movement, etc. 

IX. A Period of Social, Political and Economic Re- 
organization and Development— 1817 to 1860. 

This period is one of the greatest in American history 
in which the victories of peace play an important part. 
To this period belong the "Era of Good Feeling," "Mon- 
roe Doctrine." great internal improvements, the Erie 
Canal, development of raih'oads, manhood sufifrage, the 
public school system, discovery of anaesthetics, inven- 
tion of the magnetic telegraph, the telephone, harvesting 
machine, sewing machine, development of the coal and 
iron industry, newspapers, prison reform, vulcanized rub- 
ber — the handmaid of electricity, growth of American lit- 
erature, increasing immigration and the development of 
the West. Two great problems engrossed the attention 
of the nation during this period, the slavery question and 
the doctrine of state sovereignty, culminating in the 
Civil War. See detailed course. Emphasize biography. 

HISTORY 3-J 

X. Period of the Civil War— 1861 to 1865. 

Teach the Civil War as outlined in the. detailed course 
of study. The causes leading up to this great war 
should be reviewed. The three main plans of campaign 
should be kept in mind. We are now far enough re- 



DETROIT JUNIOR HIGH SCHOOLS 63 



moved in time from the war to teach it in a non-par- 
tisan way. Only a few of the most important campaigns 
and decisive battles should be treated in detail. Dwell 
upon the details in such a way as to show the horror of 
war, and try to make the pupil comprehend the magni- 
tude of such a calamity from an economic and moral 
point of view. The teacher should bear in mind that while 
heroic sacrifices for the nation and mankind. deserve our 
unbounded admiration, yet war itself should not be 
glorified. Teach war as something to be avoided if 
possible. 

XL The Reconstruction Period. 

This period is marked principally by the readjust- 
ments necessary after so great an upheavel in the nation. 
The reconstruction consisted in the political changes 
and acts necessary to give the nation a new birth of 
freedom and to reestablish the bonds of union. Study 
(he amendments. Emphasize \hc purchase of Alaska and 
the laying of the Atlantic cable. 

XII. The New Union. 
. This period is marked by the great de\ elupment and 
progress of the country as shown in several great expo- 
sitions. Political changes of great importance arc to be 
noted. Call attention to westward expansion, the New 
South, civil service reforms, arbitration, useful inven- 
tions, industrial development, educational advancement, 
etc. Urge reading of lives of our great men. FoHow 
the detailed course of study. 

HISTORY 4-J 

This course deals with the history of the ancient na- 
tions of the Tigris-Euphrates valleys and with Egypt and 
ancient Greece to the time of the Roman conquest of 
Greece. 

HISTORY 5-J 

Roman History. A study of Rome from the begin- 
ning to her overthrow by the hordes from the North. 
(See Hand Book for Detroit High Schools). 



64 DETROIT JUNIOR HIGH SCHOOLS 



GENERAL OR APPLIED GEOGRAPHY. 

Following" the completion of the stndy of United 
States History a course in general or applied geography 
is given. This course is taken up a year and a half after 
the pupil has completed his work in formal geography. 
Therefore the work begins with a review of the "mini- 
mum essentials in geography," as required at the end 
of the sixth grade. 

The definite knowledge thus renewed enables the 
pupil to apply his "tools," to enter upon the study of 
topics, types and problems in geography that reach far 
and extend into various fields. The work taken up in 
this way touches life activities at many points. Political, 
commercial, industrial and physical geography, as well 
as civics and social science, are combined in varying 
degrees in this one course. The purpose of the topic 
and problem method of presentation is to aid the pupil 
in forming opinions through discussions with classmates 
and teacher. Geographic influences are emphasized 
whenever necessary to insure dei)th of thrtught bv ex- 
plaining the causes of life conditions. Tn the preceding- 
years geography has been treated as static; in this course 
it is made dynamic. Tt is more than a study of things 
as they are ; it is a study of things as they are becoming. 
Tt impresses upon the pupil the fact that we are in the 
midst of a process of adjustment to our geographic en- 
vironment. 

The problems presented to the class for solution are 
of great variety as to subject matter, and they are also 
variously stated. Thorough solution requires extensive 
investigation. This investigation reaches into widely 
separated fields. All phases of geography are touched 
in this manner of treatment. For example, a problem 
may deal mainly with transportation. Its full solution, 
however, calls for facts in political and physical g-eog- 
raphy as well as commercial. 



DETROIT JUNIOR HIGH SCHOOLS 65 



The course is made elastic so that emphasis may be 
placed upon some particular phase of geography when 
this seems advisable. Those students pursuing an aca- 
demic course often find topics dealing with physiographic 
facts most interesting. Commercial students find that 
their interests centre about problems of trade. In schools 
where vocational and technical subjects are greatly em- 
phasized the appeal is in still another direction. 

In the academic junior high schools, therefore, con- 
siderable emphasis is placed on physiography. Those 
schools having large commercial departments emphasize 
commercial geography. The technical or prevocational 
schools place their emphasis on commercial and indus- 
trial geography. Each type of school, however, is inter- 
ested in the general course, but especially interested in 
that part of the course which bears directly on particular 
interests, and upon the civic and social aspects of the 
subject. 

PHYSIOGRAPHY 1-J AND 2-J 

For a statement concerning this course see the topic. 
Physical Geography, in "Hand Book of the Detroit High 
Schools." 



DRAWING— FREEHAND AND MECHANICAL 

Work in drawing is required two periods a week 
during the first two years, except in the commercial 
course. The amount of time assigned to the two types 
of drawing depends upon the classes. The attention 
given to each — freehand and mechanical — varies as to 
amount with the needs of the different classes in the 
same school, and also with the varying needs of classes 
in difiterent buildings. The aim constantly kept in mind 
is the cultivation of taste for the beautiful, an appreciation 
of values, and ability to use the eye and hand. More- 



66 DETROIT JUNIOR HIGH SCHOOLS 



over, the desire to relate the work to that of other classes 
and to that of the shops is ever kept uppermost in mind. 

Freehand drawing" finds application in the work of 
the sewing- and millinery classes and is closely correlated 
with that work. Likewise mechanical drawing- finds 
practical application in the shops. 

The work in drawing is optional in the third year of 
the junior high school. 

For detailed plans of the work, see Course of Study 
in Drawing in the Detroit Schools. 

A further statement concerning mechanical drawing 
is to be found on pages 93 to 96 inclusive of this hand 
book. 



PHYSICAL EDUCATION 

The work of this department eml)races instruction in 
physiology and Ingicne, hygienic exercises, exercises in 
corrective gymnastics, apiniratus work in the gymnasium, 
games, dancing, and various athletic sports. ' All pupils 
are required to take work in this department, — at least 
two periods a week throughout the course. 

It is desirable to educate the body as well as the 
mind. The work done in this- department should result 
in creating in the minds of the pupils a feeling of deep 
respect for the human body. It should lead to a desire 
on the part of every one to possess and to safeguard 
physical vigor, well-being, and health. It should stimu- 
late a desire on the part of pupils to form right habits of 
living and to engage in wholesome and pleasurable rec- 
reation. 

The activities of the department are managed by two 
])hysical directors, a man for the boys and a woman for 
the girls. Use of the showers is arranged for at certain 
times. The school gymnasium is used for all the indoor 



DETROIT JUNIOR HIGH SCHOOLS 67 



work. Those schools not having equipment arrani^e to 
do tlie work in the orymnasium of some neighboring" 
school. 

Outside games and athletic sports are encouraged. 
The ideal ever kept in mind is to secure as large a repre- 
sentation as possible in games and athletic events. Inter- 
class meets and inter-school contests are arranged and 
managed by the physical directors to the end that as 
many different pupils as possible be induced to partici- 
pate. 

MUSIC 

Music is required during the first two years. In the 
third year it is optional. The work is given twice a week. 

The aim is to make the course in music in the junior 
high school popular and enjoyable. To this end an effort 
is made to interest the pupils in four-part music. The 
organization of mixed choruses is encouraged. Likewise 
effort is made to interest the boys in the forming of 
male choruses. The girls have their choral societies. 
This work is under the direction of the best equipped 
and most enthusiastic teachers that can be obtained. No 
eft'ort is spared to make the work in music a feature. 
The formation of glee clubs and orchestras is encour- 
aged. It is realized that good musical features mean 
much to a school in the way of school spirit and loyalty. 
This is an added reason why every legitimate effort is 
made to place the music work of these schools on as high 
a plane as possible. 

COMMERCIAL SUBJECTS 

Subjects listed in the commercial department are 
usually thought of as practical, bread-and-butter studies. 
The work offered in this department is made as definite, 
practical, and thorough as possible. It is hoped that 



68 DETROIT JUNIOR HIGH SCHOOLS 



this course may prove to have a distinctly disciplinary 
and cultural value as well as the element of usefulness. 
There is no apparent reason why this should not prove 
to be the case, as any work willingly, earnestly, and suc- 
cessfully pursued is sure to react beneficially upon the 
worker. 

The course is so arranged that students may continue 
their work in a regular academic high school or in the 
Detroit High School of Commerce, and receive credit for 
all work completed. Students are urged as far as pos- 
sible to remain in school after graduating from the junior 
high school. 



BOOKKEEPING 

This subject is first taken up in the second year of 
the junior high school. It continues through two years, 
being given once a day in the eighth grade and two 
periods a day throughout the ninth grade. The work 
of the first semester consists in familiarizing the pupil 
with the use of ordinary commercial papers, such as bills, 
receipts, statements, promissory notes, ciiecks, etc. 
Pupils also learn how to journalize, post, and take a trial 
balance. Special emphasis is placed upon accuracy and 
neatness from the beginning. 

In the second semester a complete set of books is 
introduced and the pupil is taught the use of the journal, 
sales book, purchase book, cash book, and ledger. Trial 
balances are taken and the different books are closed at 
definite periods. The first 3^ear is confined practically 
to class room work and is under the strict supervision 
of the teacher. 

During the second 3^ear of the course the student acts 
as bookkeeper for different kinds of business houses and 
special columns are introduced in the various books. 
The transactions covered are made real. Classes ex- 
change commercial papers and keep strict account. The 



DETROIT JUNIOR HIGH SCHOOLS 69 



effort is to do things as nearly as possible as they are 
done in the business world. The course endeavors to 
prepare the student for the situations he is likely to 
meet in the average office or business house. A 
student completing this work has a training that will 
be of value to him in the practical things of life, no 
matter what his occupation may be. 



TYPEWRITING 

The touch method of operating machines is taught 
throughout the course. Careful attention is paid to posi- 
tion, correct fingering, etc. The course in typewriting 
begins the first semester of the second year and runs two 
years, five times a week. During the first semester the 
pupil should become thoroughly familiar with the key- 
board, and should be able to write short sentences. 
Emphasis is placed on correct habit formation from the 
beginning. The pupil is taught the principal parts of 
the machine. 

The second semester's work consists in practicing 
sentences and letters. By the end of the second term 
the pupil should be able to write fifteen to twenty words 
per minute. 

Through the second year of the work the pupil con- 
tinues his practice from copy work with a view to in- 
creasing his speed, keeping in mind the fact that accu- 
racy is always the most important thing. 

All typewriting students are instructed in manifold- 
ing, tabulating, billing, legal forms, etc. The student 
should be able to write from copy material at the end 
of the ninth grade thirty to thirty-five words per minute. 
Those who are studying shorthand in the ninth grade 
devote a part of their typewriting period to transcribing 
shorthand as directed by their shorthand teacher. 



70 DETROIT JUNIOR HIGH SCHOOLS 

SHORTHAND 

Either the Graham or the Gregg system of shorthand 
is used, the matter of selection resting with the teacliers 
in the various schools. The fundamental principles of 
the system are mastered. This includes perfect enuncia- 
tion of sounds and accurate representation of all con- 
sonants and blended consonants, distinct vowels and 
vowel combination sounds. A student should acquire 
the ability to sound phonetically and write accurately 
from dictation all words, wordsigns, phrases, and sen- 
tences given in the text illustrating each principle, and 
he should be able to transcribe his notes at least one day 
after dictation. There are definite assignments made for 
work out of class, such as a thorough study and repeated 
copying of shorthand plates in the text. These plates 
use easy subject matter and simple business letters. 
This practice work from perfect shorthand plates is 
most valuable. Strict adherence to enunciating sounds 
and accuracy in visualizing and writing outlines are the 
chief aims in this first semester's work in shorthand. The 
course runs one period a day, five days a week. 

In the second semester's work part of every recitation 
is given to a systematic review of principles, taking 
words and sentences more difficult than those given in 
the text. Many shorthand monthly magazines are pub- 
lished which may be drawn upon. They furnish the best 
material for such review work. The text book is com- 
pleted in two semesters. Study shorthand plates in the 
text, and give accuracy dictation tests. Students at the 
end of a year of work in this course should be able to 
write fifty words per minute from practiced matter. 



DETROIT JUNIOR HIGH SCHOOLS 71 

COMMERCIAL ARITHMETIC 
PENMANSHIP AND SPELLING 

This combined course is given throughout the second 
year or eighth grade. The work in commercial arith- 
metic is given three days of the week, and the work in 
penmanship and spelling is given the other two days. 

In arithmetic the aim is to review parts of the work 
presented in the seventh grade and to develop a maxi- 
mum degree of skill, speed, and accuracy in the four 
fundamental operations. The results should equal at 
least the standardized tests for the eighth grade. The 
further aim is to enable the pupil to handle skillfully the 
arithmetical problems arising in connection with the 
ordinary forms of commercial paper, banking, insurance, 
and municipal and corporation finance. 

In penmanship, to which about thirty minutes of 
each of two class periods per week are devoted, an easy, 
rapid, legible style of writing is developed. The remain- 
ing part of each penmanship period is given to spelling. 
A study of the ordinary words used in various lines of 
business is made. Lists of commonly misspelled words 
are taken up. In the writing work the spelling lesson is 
looked upon as applied penmanship. 




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DETROIT JUNIOR HIGH SCHOOLS 73 



MANUAL TRAINING 

SHOP WORK 

APPLIED DESIGN 

MECHANICAL DRAWING 

In the scheme of pubdc education ample provision has 
been made for that small class of society, which after 
graduation from college, expects to enter some profes- 
sional career. To this end all elementary education has 
largely been directed until within the last few years. 
Nothing short of the ultimate had been established as a 
complete unit, consequently a large majority of boys and 
girls, who through economic necessity are compelled to 
drop out of school before attaining their final aim, do 
so with the feeling that they are only sixty percent or 
seventy percent efficient instead of one hundred percent. 
This factor has a more or less direct bearing upon the 
degree of success attainable in whatever vocation they 
may finally drift. Many come to feel that their education 
has little to do with their success after all, as, with their 
limited view, they can see little connection between it 
and the daily routine of their lives. Naturally enough 
young people of such limited experience and incomplete 
academic attainment must find use for their services 
somewhere in the industries. They must go to their 
task of earning a livelihood with knowledge and training- 
fragmentary at the best. Others, of course, recognize 
the incompleteness of their preparation to meet the 
conditions of life in which they find themselves, but are 
willing to pay the price in time and effort by attendance 
at continuation and part time schools or at private in- 
stitutions. 

It is with the idea of meeting the needs of this large 
class of young people and encouraging a somewhat longer 
continuance of their school days by bridging the gap 
between the grades and high school, that the Superinten- 
dent and Board of Education of Detroit established the 
industrial courses in the junior high schools. 



76 DETROIT JUNIOR HIGH SCHOOLS 

The actual projects mentioned in these courses are 
not given in all the junior high schools. The exercises 
form the basis of the courses and the application is left 
to the teachers in charge. 

For the English, German, Latin, and Commercial 
courses these outlines are modified in several respects 
and the most essential exercises selected. Part of the 
work in applied design and mechanical drawing as out- 
lined for the industrial course is omitted. 

Applied Design and Shop Work 1-J and 2-J 

The work of the B-sevcnth grade is given in four 
])eriods of five weeks each. Two periods or half the 
time is given to constructive design and half to element- 
ary bench work or joinery. This design work is of the 
most practical nature and includes study of spacing and 
proportion, free hand drawing, free hand sketching, 
modeling, plaster and cement casting. Considerable time 
is usually wasted in shop work because the student does 
not have a very definite idea of wdiat he is expected to 
accomplish, consequently the shop equipment has to lie 
idle while this idea is being gained. 15y the use of this 
design period in connection with our shop work, we are 
able greatly, to increase the boy's productive capacity 
and nearly or quite double the usefulness of our shop 
capacity, thus having it serve nearly double the number 
of pupils. As good design is the basis of all mechanical 
work, both design and the shop work gain in value when 
thus closely associated. 

Design 

The course in design for the boys of the B and A 
seventh grades presents the appHcation to drawling and 
shop problems of some of the fundamental principles of 
design. We endeavor to develop in each pupil the fol- 
lowing: 

An appreciation of good lines. 

A sense of good proportion. 

A recognition of bi-symmetry. 

A feeling for rhythm, balance and harmony. 



DETROIT JUNIOR HIGH SCHOOLS 77 



This is done through criticism of the individual pupil's 
work; by comparison with the results attained by other 
pupils ; by analyzing- the good points in some excellent 
piece of work; and, often b}^ a careful re-draughting of 
his own work after such criticism. 

Each principle as it is introduced is immediately ap- 
plied to some problem in hand. Upon the pupil's grasp 
of these fundamental design principles and upon the 
training in freehand drawing of the three fundamental 
art curves, depends to a very great extent his success in 
the subsequent work in design in the turning and cab- 
inet making shops. 

Clay modeling is used freely whenever it seems best 
adapted to the development of skill in drawing and to 
aiding the pupil in comprehending form. 

Bench Work 

The bench work in wood is planned to give the boys 
a thorough knowledge of tools and proper and funda- 
mental tool processes ; to develop considerable skill in 
bench work; to give the ability to understand and read 
working draAvings ; and to stimulate growth in industry 
and self dependence. Most tool processes are taught 
by means of abstract exercises which are made regular 
class work and are followed by the making of several 
small projects in which is applied the process which has 
been learned. We believe in the making of abstract 
exercises when there is a good reason for making them, 
and, many things can be taught in no better way. 



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80 DETROIT JUNIOR HIGH SCHOOLS 

MANUAL TRAINING 3-J 

Wood Turning 

Wood turning is begun in the B-eighth grade and 
constitutes approximately half of the shop work of this 
grade, the balance of the time being given to bench work. 

The use of the turning lathe gives the pupil his first 
acquaintance with power machinery. He is taught the 
importance of proper adjustment, oiling and caring for 
his machine, as well as strict attention to duty. The 
use of the gouge, skew, calipers, and parting tool, and 
use of the various cuts, such as the roughing cut, paring, 
slicing, etc., are taught through the use of simple exer- 
cises which are afterward turned to account in making 
various articles of value. 

Bench Work 

This course aims to give the fundamental processes 
of good construction as applied to furniture or cabinet 
making. To accomplish this aim it is required that each 
boy make one or more abstract joints which he will then 
apply in the construction of small pieces of furniture. 
Special emphasis is placed on the design of this furni- 
ture, with reference to the constructive rather than the 
decorative element. An eilfort is made to acquaint the 
boy with a variet}^ of materials used, proper selection of 
stock, and several of the more common methods of wood 
finishing. 

Particular attention is given to the proper use and 
care of tools, the object being to combine good tool 
work with good design and proper construction. 



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DETROIT JUNIOR HIGH SCHOOLS 83 

MANUAL TRAINING 4-J 
Wood Turning 

In the A-eighth grade approximately half of the time 
or ten weeks is given to advanced wood turning. Its 
relation to cabinet making is emphasized and such exer- 
cises are selected as can be made use of later in the cab- 
inet making shop. As a first exercise several drawer 
pulls or knobs are made in sets of six or eight. This 
gives excellent review of the processes already learned 
and in addition gives the best of practice in duplicating 
measurements on a pattern. These knobs or pulls are 
used in the cabinet shop by the maker or are kept for 
future use. This first exercise is turned from large blue- 
prints furnished by the teacher. In the meantime, the 
pupil is preparing a detailed drawing of his second proj- 
ect, a circular toi^ stool. This stool is of such size as to 
be used in the grade manual training shops or domestic 
science rooms. These stools remain the property of the 
Board of Education, the student being required to con- 
tribute this much of his time and skill for the benefit of 
the department. Each stool consists of thirteen pieces 
and can be made a good lesson in manufacturing meth- 
ods. It is particularly good as an exercise, as It brings 
into use practically all the tool processes learned. In 
order that each batch of stools may be uniform In de- 
sign, each student Is given the opportunity of submitting 
a design for the ornamental part of the leg, and from 
those the best is selected and the whole class required 
to draw it. The size and general proportions of the stool 
are furnished by the instructor. 

The third problem consists of turnings for the base 
and post for an electric library lamp. This project is of 
the pupil's own design and gives opportunity for a little 



84 DETROIT JUNIOR HIGH SCHOOLS 

more decorative handling. The shades are made of wire 
and silk or cardboard and silk. \Yhen made of card- 
board the decorative treatment is first cut out with a 
sharp knife, after which it is put together and finished 
with an ebonite finish. The lamp is wired for electricity, 
using a silk cord inside a brass lining" in the post. 

AVhen needed by the school, hat standards for use of 
the millinery department or skirt markers, etc., are made 
in addition to the lamp or in place of it. 

The fourth exercise consists of turnings for small 
footstool of simple pattern, which is to ht made with a 
woven cane or corded top. 

Bench Work 

The first \\vy\s on the benches consists of assembling 
the two stools and lamp. 

Next is gixeu a class exercise in the making of a 
model mortise and tenon joint. This is followed by the 
building of some piece of furniture in which this con- 
structive feature is used. 

Suggested projects: — ottoman, Morris chair, piano 
bench, etc., clock case, or some cabinet work for the 
Board of Education. 



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DETROIT JUNIOR HIGH SCHOOLS 87 

MANUAL TRAINING 5-J 
Cabinet Making 

The bench work of the ninth grade is largely an ap- 
plication of principles of construction learned in the 
seventh and eighth grades. Manufacturing methods are 
used in so far as practicable. A few new processes are 
learned, such as dovetail joint construction, paneling, 
veneering, jig and templet making. Also the use of the 
combination and circular planes, finishing by means of 
scraping, sponging and resanding, filling, varnishing, 
and rubbing are taken up at this time. 

The time is given mostly to making objects for the 
use of the school, which as far as possible are made class 
exercises. All work is done from fully dimensioned as- 
sembly and detailed working drawings. These drawings 
are made in the course of the regular work of the me- 
chanical drawing class, each student being required to 
make a complete set of drawings with tracings of every- 
thing constructed in the shop. Here, as in the previous 
years, each new process as it comes up in the course of 
the work, is given as a class exercise. 

MANUAL TRAINING 6-J 

Pattern Making 

The second semester of the ninth grade is devoted to 
wood pattern making. Enough wood turning has been 
taken the preceding year to enable the student to handle 
the turning lathe and he at once turns this knowledge 
to account in pattern making. Twenty weeks of eight 
and one-third hours per week is given to this work and 
the following outline covered : 

Elements of Pattern Making. 
Selection and use of Materials. 
Laying off Patterns. 



DETROIT JUNIOR HIGH SCHOOLS 



Different methods of building up a pattern, which in- 
cludes use of glue, brads, screws, common joints and 
segment work. 

Molding and molding materials. 
Allowances, Draft, Shrinkage, Finish. 
Rappage, Warpage, etc. 
Fillets, Green and Dry Sand Cores. 

Six or seven simple patterns are made to illustrate 
the above principles. These exercises are not abstract, 
but are all well chosen models of parts of the turning 
lathe, or of new appliances for the shop. These patterns 
are all carefully finished by shellacing and each has a 
sand mold made of it. 

Below is given a list of the exercises used this y^ ar : 

1. A split Pattern ; Sash Weight gives use of 
dowels and methods of holding wood together in 
lathe, also illustrates the use of this form of pattern 
to facilitate molding. 

2. Built up patterns, a base for a jumping stand- 
ard, illustrating constructional joints, draft, and use 
of the fillet and green sand core. 

3. Shaping; use of the pocket knife in pattern 
making; a pair of cam tighteners for tail stock and 
rest holder on the lathe. 

4. Carving or shaping ; a six or twelve inch hand 
or tool rest for turning lathe ; illustrates shrinkage, 
finish, draft, parting, and use of machining lug. 

5. Sand cores, simple core boxes, core prints, 
machining boss ; a rest holder. 

6. Segment work-, gluing, ring turning in face 
plate, finishing; a six inch hand wheel. 

7. Making a sand mold of each pattern. 

In addition to the above class work note books are 
kept and composition writing on suggested topics is re- 
quired. This is done in connection with the work in 
English. 



DETROIT JUNIOR HIGH SCHOOLS 89 

A regular feature of the work is a class visit to some 
pattern shop and foundry. This visit is arranged by the 
instructor and is personally conducted. A written re- 
view is required of things observed on this tour of in- 
spection. 

MANUAL TRAINING 6-J 
Sheet Metal Work 

An elementary course in sheet metal design and con- 
struction is offered in the A-Ninth grade. No branch of 
industrial work is more interesting to the pupil and few 
more important than this work in thin metal construction, 
and its increasing importance in the building trades and 
in other lines makes it desirable as a means of instruction 
in any kind of industrial school. Its educational value 
is due, to a great extent, to the ease with which it may 
be correlated with the various other branches, and to the 
simplicity of its mechanical operations. It affords a very 
ready means for the practical application of the 'first 
general principles of mensuration, geometry, and mechan- 
ical drawing. 

The development of the pattern requires some knowl- 
edge of construction or the method of fastening the parts 
together, whether soldered, grooved or riveted seams, 
wired or hem edges. 

The patterns may be developed by means of one of 
the three following methods : 

1. By means of parallel lines. 

2. By means of radial lines. 

3. By triangulation. 

To begin with, a plan and elevation drawing of the 
article must be made. Upon the accuracy of this draw- 
ing and the pupil's understanding of it depends largely 



90 DETROIT JUNIOR HIGH SCHOOLS 

the success or failure of the final result. Also a pre- 
liminary drawing- of the typeform to which the object be- 
longs should be made. 

Problem 1. Square cake pan. Size 6" by 9"; height 
of side when finished 1 inch. Hemmed edge. Folded 
corner. 

Problem 2. Dust Pan with turned wood handle, or 
ash scoop for use in the shop or furnace room. 

Problem 3. Sugar Scoop or Flour Scoop. Size 3,^/4 
by 5 inches. 

(Cylindrical development). End and handle turned 
in the turning class. 

Problem 4. A one pint measure, (Determine size 
and proportion) ; or zinc cells for dry battery, (New les- 
son, soldering). 

Problem 5. Tin fvmnel, 5 inch, (Radial line develop- 
ment). 

Problem G. Base and shade for electric lamp. To 
be made of copper or brass, suitably finished and fit- 
ted with fixtures and wired ready for use. This design 
to be developed by the pupil. 



DETROIT JUNIOR HIGH SCHOOLS 93 



MECHANICAL DRAWING 

The Mechanical Drawing Courses are planned and 
worked out in conjunction with the courses in Jiench 
Work and Design. 

All drawings are of models to be produced in the 
shop. Asa preliminary step to each drawing, a working 
sketch, free hand, is made. 

The student does not copy his drawang. He sees the 
actual model and sketches what he sees. The sketches 
are corrected and O. K.'d by the instructor after which 
the boy plans the arrangement of his views and pro- 
ceeds with the finished working drawing. 

(Careful attention is gixen to free hand lettering in 
each course. 

MECHANICAL DRAWING 1 J 

The following models are used in one of our junior 
high schools; other models luay be substitutetl : 

The first two drawings, the Vise Jaw and Knife Lin- 
ing" Exercise, are very simple, requiring only two views. 
Three kinds of lines are used here : — Visible, Extension 
and Connecting, and Dimension Lines. 

The third drawing, the Coat Hanger, calls for Cen- 
ter and Section lines ; cross section view and broken 
surface. 

Next comes the Cutting Hoard, the first scale draw- 
ing bringing into practical use Geometric problems pre- 
viously studied. 

Students are given a choice for the last model. Match 
Box, Mail Box, Watch Holder, or Tie Rack, may be 
selected. This model is first worked out and sketched 



94 DETROIT JUNIOR HIGH SCHOOLS 

in the Design Room and some simple terminal enrich- 
ment is developed. From these sketches the boy makes 
his full sized Mechanical Drawing". 

AVith the work in Mechanical Drawing in the seventh 
grade four plates in simple geometric construction are 
given. One period (45 minutes) each week through- 
out the year is devoted to this work. The problems 
given are calculated to be of immediate use to students 
in arithmetic, drawing, design, or bench work. Many 
new Avords and expressions come up in this work and 
much time is spent in becoming thoroughly familiar 
with all such new words. Each plate consists of four 
problems. 

For correlation between Mechanical Drawing and 
Manual Training and other details see tabulations of 
INTanual Training Courses. 1-T, 3-T, -^-J, and 4-J. 

MECHANICAL DRAWING 2-J 

As in the previous term's work, the first two drawings 
are rather simple. Here we have again the Drawing 
to Scale applied in both the Bench Hook and T-Square, 
also drawing an arc tangent to lines forming a right 
angle and the showing of a break, in the T-Square draw- 
ing. 

In the Bird House or other box construction which 
constitutes the third drawing in this course, we have 
detail and assembly drawings. Details are drawn first 
then the assembly. 

Next comes the Book Rack which is first designed 
and sketched in the Design Room. A choice of one of 
three styles of Book Rack is made. In exceptional cases 
an oblique parallel line projection of the Book Rack is 
made which proves of additional interest to the boys. 



DETROIT JUNIOR HIGH SCHOOLS 95 

The last model in the course is an Electric Lamp. 
As in the previous case this model is designed and 
sketched in the Design Room and various styles are 
developed, all, however, of approximately the same size. 
This again is a detail and assembly drawing. 

MECHANICAL DRAWING 3-J AND 4-J 

Design and Mechanical Drawing are divided into four 
periods of ten weeks each and are closely correlated with 
the shop work. A freehand working sketch and a fin- 
ished, fully dimensioned working drawing in pencil are 
made of each shop project, and, in nearly every case, 
the design of the project is worked out by the pupil. 
The main aim is to give the pupil power correctly to 
interpret n drawing. No deviation on his part from the 
terms of the original sketch or drawing is permitted. 
Fourteen sketches and working drawings are made, in- 
cluding turning details of a single view, working draw- 
ings of two or more views, special emphasis being 
placed upon the correct relation of the different views, 
and isometric projections of construction details. In 
addition to the above, four plates of geometric con- 
structions, consisting in all of sixteen problems, are 
given. Such problems only as are of immediate use in 
the shop or mechanical drawing' room are used. These 
have been carefully selected and graded so as to come 
most naturally within the pupil's experience. 

In the latter part of the A-Eighth, grade, two of 
these geometric plates are used for the first practice in 
inking. The ismoetric drawings are also inked and 
usually a tracing made. For details see Manual Training 
3-J and 4-J. 



96 DETROIT JUNIOR HIGH SCHOOLS 



MECHANICAL DRAWING 5-J 

Working- Drawings continued. More emphasis placed 
on Freehand Lettering, Working Drawings of machine 
parts, Cabinet Projection. 



MECHANICAL DRAWING 6-J 

Projection; Sectional Views; Screw Thread Conven- 
tions ; Sheet Metal Drafting ; developments of the Cylin- 
der. Three piece elbow pipe and branches. Cone, Stope 
Sheet Reduction Elbow and Triangulation. 



DETROIT JUNIOR HIGH SCHOOLS 97 

APPLIED ELEMENTARY PHYSICS 

The course in elementary physics is a part of the 
manual training work. It is worked out in the shops. 
Classes are held five periods a week during the last three 
semesters of the industrial course. The course is de- 
signed to give some practical knowledge of matter and 
materials, particularly that which is necessary to the 
understanding of electrical appliances. The last half 
year is devoted to. electric wiring. This outline is tenta- 
tive and will be added to from time to time. Certain 
features may be omitted later as experience proves ad- 
visable. 

APPLIED PHYSICS 1-J 

(Fourth Semester) 

The work outlined below is jnirely a laboratory or 
shop course. 

I. Properties of Matter. 

1. Examples: — inertia, malleability, ductility, etc. 

n. Force. 

1. Gravitation. 

2. Centrifugal. 

3. Centripetal, etc. 

III. Power. 

1. Horsepower. 

2. Watt. 

IV. Energy. 

1. Potential. 

2. Kinetic. 

3. Transformation of energy. 



98 DETROIT JUNIOR HIGH SCHOOLS 

V. Machines. 

1. Kinds: — lever, incline plane, wedge, wheel and 

axle, screw, pulleys. 

2. Friction. 

VI. Fluids — mechanics of — 

1. Atmospheric pressure. 

(a) The barometer. 

(b) Pumps. 

(c) The siphon. 

(d) Hydraulic ram. 

2. Specific gravity. 



VII. 


Sound. 


1. 


Source. 


2. 


Transmission. 


YIU. 


Light. 


1. 


Photometry. 


2. 


Reflection. 


3. 


Photography. 




(a) Study of cameras. 




(b) Development of negative 




(c) Slide making. 




(d) Blue ])rints. 



IX. Heat. 

1. The thermometer. 

2. Expansion due to heat. 

3. Engines:— Steam. Gas, Hot Air, Turbine. 

4. Heating systems. 

5. Ventilating systems. 



DETROIT JUNIOR HIGH SCHOOLS 99 

APPLIED PHYSICS 2-J 

I. Electricity. 

1. Static. 

2. Current. 

3. Magnetism. 

II. Static Electricity. 

1. Electrification. 

2. Influence machine. 

3. Atmospheric electricity 

III. Magnetism. 

1. Magnetic fields. 

2. Polarity. 

3. The earth a magnet. 

4. The magnetic needle. 

IV. Current Electricity. 

1. Batteries. 

2. Battery making. 

3. Electric circuit. 

4. Direction of current. 

5. Heating efifect. 

6. Electroplating". 

7. Storage cells. 

8. Electric magnet. 

9. Induction coil. 

Y. Electrical Symbols. 

VI. Ohm's Law. 

VII. Electrical Measurements. 

VIII. Electrical Circuits. 

1. Series. 

2. Parallel. 

3. Combination. 



100 DETROIT JUNIOR HIGH SCHOOLS 

IX. Current Distribution. 

1. Line drop. 

2. Line loss. 

APPLIED PHYSICS 3-J 

L Wire and Wiring Systems. 

IL Bells and Annunciators. 
IIL Lighting and Heating. 

IV. House Wiring. 

1. Methods and systems. 

2. Location of outlets. 

3. Types of insulators. 

4. Types of switches. 
6. Testing of systems. 

V. Generators and Motors. 

1. Magnetic fields of — 

2. Study principles of — 

3. Winding and setting up motors. 

4. Detecting troubles. 

VI. Transformers. 
VTT. Starting Boxes. 

VIII. Making Electro Magnets. 

IX. Study construction of electric bells. 
1. Make one. 



DETROIT JUNIOR HIGH SCHOOLS 101 



DOMESTIC SCIENCE 

The aim of the course in domestic science is to teach 
manual dexterity, a knowledge of food principles and 
materials in relation to the proper nourishment of the 
body, and to arouse interest in the right fulfillment of 
home duties. 

A brief outline of the work for the four courses is as 
follows : 

Domestic Science 1-J 
Cookery. 

General Sanitation. 
Serving. 

Domestic Science 2-J 
Cookery. 
Laundry Work. 

Domestic Science 3-J 
Cookery. 
Marketing. 
Housewifery. 
Advanced Laundry Work. 

Domestic Science 4-J 
Cookery. 
Preparation of Meals in Connection with Study 

of Menus. 
Digestion of Foods. 

DOMESTIC SCIENCE 1-J 
Cookery- 
Carbohydrates — Introduction of subject, study of 
measurements, abbreviations, equivalents. 
Use "of utensils. Begin study of foods, especially 
carbohydrates. Vegetables : choice, care, kinds of 
preparations. Fruits: food value, choice, prepara- 
tions. Cereals : composition, care, products, food 
value, cookino; of. 



102 DETROIT JUNIOR HIGH SCHOOLS 



Milk: composition, care, products, food value, 
cooking' of. 

Eggs : tests, composition, food value, preparation. 
Sugar : kinds, forms, food value. 

Each lesson is accompanied by practical cooking 
such as : — mashed potatoes, creamed carrots, 
apple sauce, stewed prunes, steamed rice, corn- 
starch mold, tomato soup, cocoa, custards, etc. 

General Sanitation — 

Lessons are given in care of kitchen sinks, refrigera- 
tors, etc. 

Serving — 

Table manners, setting of table, and proper way to 
serve a simple meal. 



DOMESTIC SCIENCE 2-J 

Cookery — 

Proteids: Meats, soups, fish. Effects of temperature. 
Quality of dilterent cuts. Kinds of meat, determ- 
ination of freshness, judging meats; care of 
meats, preparation for cooking, etc. Method of 
cooking, such as broiling, roasting, searing, and 
methods of extracting juices. 

Poultry and fish. 

Practical lessons, as : — pan-broiled steak, breaded 
chops, stews, roasts, meat and fish sauces, baked 
fish, salmon loaf, etc. 

Fats- 
Deep fat frying. Digestibility of fried foods, etc. 
Practical work, — doughnuts, fritters, croquettes. 

Lavmdry Work — 

General process, making of starch, softening of water, 
bluing, general rules for ironing and folding. 



DETROIT JUNIOR HIGH SCHOOLS 103 

DOMESTIC SCIENCE 3-J 
Cookery — 

Flour Mixtures : — Study of wheat, kinds of flour, 
leavens, bakini;- powders, shortening, pastry. 

In connection a few simple chemical experiments are 
performed. 

Practical Work: — Mufifins, popovers, cakes, cookies, 
biscuits, frosting-, baking powder, apple, mince, 
pumpkin, and lemon pies. 

Marketing — 

A study is made of food materials with regard to sea- 
son, cost, selection, and care. 

Trips are made to local markets. 

Simple accounts are kept. 

H ousewif ery — 

Duties of housewife. 

Study of each room as to location, ventilation, and 
care. 

Care of rugs, furniture, linen, glass-ware, silver, etc. 

Advance Laundry Work — 

Study of equipment, utensils, soaps, and accessories. 
Washing of colored goods, woolens, silks, and 
laces. Bleaching use of mordants. Removal of 
stains. Dry cleaning. 

DOMESTIC SCIENCE 4-J 
Cookery — 

Preserving and canning. 

Study of preservation, methods. 

Directions for canning, pickling, and jelly making. 



104 DETROIT JUNIOR HIGH SCHOOLS 

Practical work : — Canned peaches, tomatoes, etc. 
Pear and peach pickles, crabapple, grape, and cran- 
berry jelly, chilli sauce, etc. 

General review and preparation of more difficult 
dishes. 

Hooje Nursing — 

General study of prevention of disease and care of 
the health, use of bandages, treatment of simple 
accidents as burns, cuts, etc. First aid in emer- 
gencies, treatment for fainting, hiccough, drown- 
ing, etc. 

Invalid Cookery — 

In connection with Home Nursing, simple diet and 
preparation of tray. 

Preparation of Meals — 

In connection with study of menus. 

A study of food values, menus, and diet according to 
age and occupation is taken up. 

Digestion of Foods — 

Simple study of nutrition and digestion of foods. 
Simple dietary calculations are made. 



DETROIT JUNIOR HIGH SCHOOLS 107 

DOMESTIC ART 

The aims of the work in Domestic Art are to make 
the girls more efficient homemakers, and to serve as a 
preparation for the trade classes in Dressmaking. 

In addition to the actual sewing done, talks are given 
on the following subjects: 

1. Textile fibers. 

a. Growth. 

b. Geography. 

c. Processes of manufacture. 

2. Judging kinds and qualities of materials. 

a. Uses, widths, prices, etc. 

b. Tests for strength, adulterations, fading, etc. 

3. Appropriateness of materials to different gar- 

ments. 

4. Suitability of trimmings. 

5. Factory legislation. 

G. Unions and Consumer's League. 

7. Inventions. 

a. Cotton gin and its eft'ect on spinning and 

weaving. 

b. Power looms. 

c. Sewing machine. 

8. The industrial aspect of the change of fashions. 

9. Appropriateness of dress. 



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118 DETROIT JUNIOR HIGH SCHOOLS 

APPLIED DESIGN FOR GIRLS 

The course in design offered the girls of the junior 
high school is planned to meet the requirements of the 
home in a general way. All problems are made as prac- 
tical as possible and many designs are applied on articles 
used in the home. 

Design is shown to be practical, useful, and essential 
to the best results in home making. 

Stress is laid upon the selection of materials, choice 
of colors, and the intended use of the article, that the 
design may be appropriate to its purpose. The pupils 
are shown that designing means planning, and that it 
includes not only the decoration but the construction of 
the article as well. 



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DETROIT JUNIOR HIGH SCHOOLS 129 

MILLINERY 

1. The stitches — running, back, overcast, feather, 
underhem, stab, saddler's, slip or bind, lacing. 

'I. Making patterns for rice net frames. 

(a) Paper folding, 

(b) Drafting. 

(c) Taking patterns from hats. 

3. Cutting from the pattern. 

4. Bracing the frames. 

5. How to make a dome or round crown. 

6. Covering frame with velvet. 

7. Sewing crown to brim. 

8. Cutting bias and making folds. 

(a) Plain. 

(b) Corded. 

(c) Shirred. 

(d) Plaited. 

9. Making bow^s and rosettes. 

10. Renovating flowers, feathers, velvet, silk, and 

ribbons. 

11. Trimming and lining the hats for the various sea- 

sons. 

12. Straws hats. 

Straw braid sewed on rice net or wire frames 
and trimmed according to season. 



INDEX 



Admission, Terms of 9 

Algebra 55-57 

Applied Design 76, IKS 

Applied Design for Girls 118-125 

Arithmetic 50-52 

Arithmetic, Commercial 71 

Bench Work 77, 80, 84, Sfi 

Bookkeeping 68 

Cabinet Making 81,87 

Choice of a Course 8 

Commercial Course i;{ 

Commercial Subjects 67-71 

Constructive English 16-22 

Courses of Study (outlined) 11-13 

Domestic Art 107-117 

Domestic Science 101-104 

Drawing, Freehand '. 65 

Drawing, Mechanical 93-96 

Electric Wiring 100 

English Course 11 

Function of the Junior Higli School 5 

Geography, General cr Applied 64-65 

German 37-43 

German Course .' . . 12 

Graduation 9 

History 58-63 

Industrial Course 13 

Latin 44-49 

Latin Course 12 

Literature 23-31 

Manual Training 75-100 

Mathematics 50-57 

Millinery 129 

Music 67 

Oral English 32-33 

Pattern Making 87 

Penmanship 71 

Physical Education 66 

Physics, Applied Elementary 97-100 

Physiography 65 

Records 10 

Sheet Metal Work 89 

Shop Work 76 

Shorthand 70 

Study of English 14-33 

Typewriting 69 

Wood Turning 80, 82, 83, 85 



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